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Again, Geometry makes the student plies that you may not erect on it the careful in citing authority. He must most clegant superstructure. The power give, definitely, the proposition, or corol- of clear thinking and of concise statement lary, or axiom, employed as proof. How is not incompatible with, nor unfavorable vague and loose and inaccurate are mul- to, the loftiest efforts of the imagination. titudes of men, and some preachers, in And this suggests another advantage quoting even Scripture authority! which this study confers on minds of a
Again, Geometry requires the learner certain order--namely, those which have to distinguish clearly between what is the power of rapid deduction without the hypothesis and what is proof-between concious intervention of argument. There premises and conclusion-and never to are such men-men of sound judgment, confound the two.
who reach sound conclusions, but who Lastly, under this general head, Geo-can not assign the reasons which led metry teaches a man, whether writing or them to these conclusions. They see respeaking, to say what he has to say, and sults almost intuitively—so much so that to stop when he gets through.
they can not present to themselves, much 3. But Geometry has to do with rhe- less to others, the medium of proof.toric as well as with logic. It not only Cromwell was such a man--a man of compels the student to think, but to good judgment, evidently, and who knew express the results of his investigations. what he was about, but who found it It tends to give a man that cardinal qual. difficult so to explain his plans and policy ity of style, perspicuity. The pupil is beforehand, as that others should commade to state his proposition and the de- prehend their wisdom. Such minds monstration in concise terms, peither giv- would be benefited by this study. It reing what is irrelevant, nor omitting what tards thought in its lightning transit to a is essential. This will make him careful conclusion and compels it to go over the in his assertions. He will not write nor ground step by step, so as to state to its speak at random. He will aim to tell own consciousness, and thus be able to the whole truth, nothing more, nothing state to others, the process by which the less. He will not overstate nor under- result was reached. state, nor mistake.
This precision of
I conclude this brief enumeration by language is one of the most beautiful of mentioning one advantage resulting from all mental products—this giving an ex- reciting Geometry, which is, that it pression which just "hits" the thought, gives the student self-possession. He as the arrow goes straight to the center inust not only understand the demonstraof the target.
tion, but he must be able to hold it “But what,” exclaims our rhetorical while he presents it to the teacher and friend and objector, "will you make dry the class. For most persons this is a logicians of us all? Will you have us great attainment. Many a man in a enunciate our thoughts in bald, unadorn- meeting for public discussion has valuable ed prose? Will you allow no play to the thoughts on the question which, neverfancy? Will you clip style of its wirgs? theless, he dares not attempt to offer, for Will you inhibit the graces of oratory? fear lest the moment he rises all his arguWe reply, no. Nor does what has been mentative riches should suddenly, and to said imply this, any more than to urge his deep mortification, take to themselves the importance of a solid foundation im- wings and fly away.
Now the self-reliance of which I speak By this impatient haste to become can be gained only by practice, and so far rich, or distinguished, or wise, young as practice in the recitation-room con- men are almost sure to miss the very obtributes to it-and it contributes much- ject they have in view. They get an it is secured better by recitations in Geo- earlier start on the voyage, it may be, metry than by those in the languages than others, but not having taken on where the pupil relies on his book, or board sufficient fuel, their engines soon than in other English branches where the begin to work badly, when they either recitation is conducted solely by question fall into the doldrums, or are obliged to and answer—for there the student is put into the nearest port, and in either both guided and limited by the question; case are overtaken and distanced by their whereas in Geometry he is required to more patient and pains-taking competigive a connected and often a lengthy train tors. of thought.
Students who aim only at future use. Judged, therefore, by the Procrustean fulness, sometimes make a mistake here standard of professional success or com
which they never afterward cease to remercial utility, we see that this part of gret. A pious young man is deeply imthe College Course is not found wanting. pressed with the spiritual desolation of But we should remember that another the world—the millions perishing for and higher object is secured by study,
lack of religious knowledge—the fewness namely, the exquisite pleasure we derive of the laborers, and the exceeding shortfrom the activity and consequent expan
ness of the time in which to work. In sion of our intellectual powers. Busi- view of these things, he feels that it is ness we must do; we must work; we wrong to spend much time in preparamust live. But is the life of the body the tion for the ministry. He is impatient
to leave the Academy, the College, the only or the highest life of which we are capable? Or is it, rather, only the con
Seminary, and at once to preach Christ
to his fellow-mortals. This is a mistake. dition, in our present state, of intellectual and moral life and growth and enjoy. Him is no uneasy precipitancy. Ho
God understands His own plans. With ment? Does the eagle plume his wings hastens His work, but only "in its time.” only that it may stoop upon its prey and
With Him there is for every work a seasatisfy the cravings of appetite, or is it
son. There is a time for preparation and that it may soar alost with free and joyous
a time for achievement. He has a purpinion, leaving cloud and storm behind,
pose with reference to the seasons. His and soaring upward even to heaven's
autumn's harvest secured, the earth must azure gate? Shall a man fit up only one
be reclothed with verdure, the processes room of his spacious dwelling, and that
of vegetation must be re-commenced and one only for a workshop, and leave all the
carried forward, or soon the hundreds of rest bare and desolate, or shall he not
millions of living beings that swarm the rather furnish and adorn all to the ex
globe, and that look to Him for their daitent of his means, that when he retires
ly food, would perish. Here is a great, from the place of toil he may throw open
an immense work to be done; and lookthese pleasant apartments for his own
Sing alone at its vastness and the magnienjoyment and the entertainment of
tude of the interests at stake on its others.
speedy accomplishment, a benevolent
mind which did not at the same time un- ed by the thought, that the longer he is
derstand the infinite resources of the in coming to the solstice of his power, as they
Creator, might well be appalled and in reputation, and usefulness, the higher That
its trembling solicitude for the prospec- will be the point of his culmination and
[The following lines, from Household
Arisc, for the day is passing of a sister watching at the bedside of a
While you lie dreaming on; departing brother whose failing pulse she
Your brothers are cased in armor; would stay and whose loved form she
And forth to the fight are gone; yields reluctantly to the tomb. Then,
Your place in the ranks awaits you; when the leaves and flowers “all are in
Each man has a part to play ;
The past and the future are nothing
Arise from your dreams of the future-
Of gaining a hard-fought field, play their stainless robe. Long months
Of storming the airy fortress, of cheerless days and lingering nights Of bidding the giant yield; must intervene, ere the violet appear or Your future deeds of glory, the grass-blade spring. Yet during all
Of honor, (God grant it may!) this time the great Householder is carry
But your arm will never be stronger,
Or needed as now-to-day.
Her sunshine and storms forget;
No chains so unworthy to hold you
As those of a vain regret; forth its hidden beauty, with the other
Sad or bright she is lifeless ever; hand He is again slowly wheeling up the
Cast her phantom arms away,
Nor look back, save to learn the lesson
Arise! for the hour is passing;
The sound that you dimly hear,
Is your enemy marching to battle !
Rise! rise! for the foo is near!
For the Journal of Education,
ful objects in the room, on which to rest OUR PUBLIC SCHOOLS.
the eye when not engaged in study. This
many iilustrious examples abundantly Among the many blessings for which prove. Why not then let whitewaskied
walls and bare floors supplant the prethe people of this “happiest country in the world” have to be thankful, there is sent ornaments, the papered wails, the
pictures and the statuary of the schoolscarcely any one more prominent than the
room? With one accord, from the farthest consciousness that any public work of
East to the remotest West the answer is utility or benevolence is directly for the
ready. It is sufficient. It covers the benefit of themselves, or their children.
whole ground and may be expressed in A traveler in the old countries of Europe
few words “ we have erected these bui dhas brought under his notice many in
ings for our children, as places in which stitutions which the piety or munificence
we intend they shall spend years of the of wealthy individuals, monarchs or sub
most impressible portion of their lives." jects, have provided for the alleviation of
It is then no more wonderful that we some of the many woes which alliet
should ornament our school-houses than mankind. He sees magnificent hospitals, that we should decorate our houses, our alms houses, and buildings in which the
parlors, farms or gardens, or anything last days of old veterans, disabled in the
else which we hope our children to enservice of their country, are rendered free
joy. Strange as it may seem, a proier from care.
public sentiment on this subject has been He will, however, look in vain for any of slow growth; or rather, it needed the thing similar to our glorious public example of some pioneers to cause the schools. There are, to be sure, in several
people to regard it in a proper light. In parts of Europe, systems of public cach State there has always been some schools, but "they are provided for the
city cr other locality which-awakering people by beneficent rulers,” not insti- to a proper sense of its duty-would be tuted and sustained by the people them- found to initiate a healthy state of feel. selves, and for themselves. This is
ing in this respect.
In this manner, the great difference between our public when a properly conducted system of schools and those of any other country. public schools was placed under the obThey are, here, intended for us, for those servation of the people, they-verifying whom we prefer even to ourselves-our the old proverb that “Example is the children. This, we apprehend, is the best method of teaching”—forthwith true reason why the people of the adopted it for themselves, and so correct Northern States, have everywhere evinc- ideas were largely disseminated. The ed such unanimity when called upon to place which thus becomes, in any State, meet the expenses attendant on such a the herald of a better order of things is system of education. It may, indeed, be deserving of praise and remembrance. said that a competent education
This praise, so far as Wisconsin is conacquired in less expensive or less beau- cerned, will, we think, be awarded to tiful buildings than those everywhere de- Kenosha. Kenosha took the initiatory voted to the cause of education. A pupil step in this grand march, and when we might become a good scholar even if there consider the difficulties which obstruct were no carpet under his feet or beauti- such an undertaking in every new place,
where everything is to be done, and so of it, the school attained a reputation few exist to do it, we cannot fail to ap- which is, of itself, sufficient to show that preciate the noble spirit which prompted its friends did not in the least relax their the commencement of a work of such exertions. character.
Within the last couple of years, the Previous to the year 1849, there were school buildings of the city were found here no conveniences for education fur- totally inadequate to supply the demands ther than those furnished by basements of the increasing population. To obviate of churches and other unsuitable places, this, during the past summer-having the abuses of which led to the entire ex- previously adopted the Union School tinction of public schools. Immediately System-an additional building, in size the proper men for the times made their 75 by 50 feet, of the most durable and appearance. We would name them, were tasteful construction, comprising all the we not aware that their modesty is equal modern improvements, was erected.to their merit, and that they worked for Together with this, the old school builda reward in which human praise is not a ing has been thoroughly repaired, altered constituent. These noble men, after a and decorated, such improvements being couple of years exertion, succeeded in adopted as their experience suggested, procuring the erection, in the South part and the size of the house would permit. of the city, of a fine brick building, much Furnaces of the most approved construcsurpassing in size any cdifice devoted to tion have been placed in both these buildsimilar purposes, previously erected in ings, furnishing a comfortable temperathe State. They were fortunate in their ture without the clatter and unsightly selection of a responsible Principal. To pipes necessary, if stoves were employed. Mr. Graves, of Ohio, who took charge of We might descend more into particuthe school in the Fall of 1849, was first lars, but this article is already long; and, confided this important charge. Mean- from what we have written, our readers while, another building was erected in will readily perceive that Kenosha is not the North part of the city. Here Mr. to be left alone in the race, and that she McMynn, at present of Racine, and wide- is determined not to sully the laurels, ly known as an excellent teacher, first which of right belong to the city, which taught public school in Wisconsin. He first introduced Common Schools--proafterwards removed to the larger edifice, perly so called—into our noble State of in the South part, of which he had Wisconsin. charge—we need not say, to the entire satisfaction of his patrons-for two years,
po- The salary of Principal of a Boston when he removed to Racine, taking with Public School is $2400, with $100 addition per him the regrets of all acquainted with year, until it is $2800. The Principal of the him in Kenosha, together with the talents, High School of St. Louis receives $2200; of experience and adaptation to the situa- the High School of Chicago, $1500. Better tion, which have enabled him to make that, than “$13 1 month and board around.” Racine schools-what they are. Under the administration of his predecessors, Z By the Fourteenth Annual Report of Messrs. Graves, Marks and Coe, and those the City of New York, it appears there are in who succeeded him, Messrs. Dewolf and the city 271 Schools, in which are taught 137,the gentleman who at present has charge 874 pupils, at a cost of $918,000.
J. M. L.