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Tol. YII.— No. 6.
My soul Is dark—oh! quickly string The harp I yet can brook to hear; And let thy gentle fingers fling Its melting murmurs o’er mine ear. If in this heart a hope be dear, That sound shall charm it forth again; If in these eyes there lurk a tear. •Twill flow, and cease to burn my brain But bid the strain be wild and deep, . Nor let thy notes of joy be first; 1 tell thee, minstrel, I must weep. Or else this heavy heart will burst; For it hath been by sorrow nursed. And ached in sleepless silence long; And no ’tis doom’d to know the worst, And break at once—or yield to sontr. —lit/ron Intelligent Observation Pre-requisite. To Enlarge Book Learning Which Should be Compelled. Education is a power, if of the right kind. Ido not believe in our leading educators, who graduate their students as mere machines with thoughts and styles that proclaim them as distinct products of this or that school. I con tend for that broad and higher educa tion that lifts the student out of the beaten ruts and opens up a wider and more advanced field of thought and developes his individuality. Such an education eventually makes men into levers and motors to move the world. Ossian. I h Education is the foundation of true success in life—though not indispensa ble to the development of intelligence. I believe in a compulsory common school education whereby each and every child in the state should be made to read and write before casting a vote or taking its place in society. Education decreases crime and elevates the morals. An illiterate person is obnoxious to so ciety, detrimental to good government, a barrier to happiness and progress, de grading to his neighbors and depressing to the home circle. Brigham. There is but one criticism that I can offer on education and that is: That the educators ignore the moral nature of their pupils. This is a grave mistake. We have every reason to be proud of our public schools and the showing that the scholars make therein, but what will it profit us if our children become shining lights in the intellectual world and are morally weak and unprepar ed to cope with the world’s snares ? In this age of skepticism too much atten tion cannot be paid to the moral educa tion of the rising generation by mould ing their characters into strong, honest consistency. Yon. Every century has been noted for some great event. The monument now being bulit to commemorate the nine teenth century is Education. Because of its influence on mankind the various governments of the great nations of the earth are established on firmer founda tions than ever before. The people are more elevated socially, morally and mentally. Those things looked on with favor, or at least with tolerance, by the illiterates of the past now no longer command respect. Education has ele vated and enfranchised manhood. It has called for love, devotion and respect. Science, art, invention and material progress all tell in eloquent words that the pen and book are mightier than the sword. K. E.T. Education and civilization go hand in hand, where one is the other must be. So also do ignorance and barbarism co-operate with one another. In speak ing of an educated person, I mean one who also is in possession of sufficient natural ability to know and understand how to use the education he may pos sess. In a truly educated person we recognize a some thing that is want ing in the uneducated; a certain refine ment of tone and manner ever charac terizes the. educated. He is as a rule accomodating and philanthropic, he has generally got a kind word and is ready to lend a helping hand. Of course this includes moral education as (Mjr Ihtoon JHirrur. MY SOUL IS DARK. EDUCATION. STILLWATER, MINNESOTA, SEPTEMBER 14, 1893. well as intellectual. Too great pains cannot be taken by parents to have their children properly educated. It makes gentlemen and ladies, and is a’ constant help and suport to the individ ual all through life. One Lung. % What is edicashun ? Jess a polishin’ uv de branes de good Lord ha' guv us., Sum folks kali ritin’ an’ rithmetick a edicashun. But bless yeh huney, I seen folks as knoed how tu rede an’ cyfer mos’ pow’ful culdn tell a hones man frum a skoundle, nor wen it war time tu quit argyfyin wid a no-akeount, ornary cuss. An’ I’s seen them as culd rite jess 1 ik prent not kno nuff tu tak a rubbeh koat elong wen de sky war al klowded oveh fur rane. Edicashun is jess tu kno yeh’s a darn fule an’ not let enywun els tu kno it. An’ de mor yeh kno about yo’ own fuleshness de mor yeh knos uv uther folks. I kan rede an’ rite an du sumin’, but I aint prowd; I consideh de bess paat uv mi lamin’ is knowin’ wich sid mi bred is buttehd an, keepin mi mouf shet wen I’s got a hot patateh in it. Nuff Sed. Education is everything. We have all got some sort of an education. Educa tion is sometimes called book learning which seems a pretty good thing to have. At least I have never seen any body with a supply of that article that was not proud of it. But that is not saying that they all should be; for there are some of our college professors, es pecially fellows with high degrees, that know Latin and German philosophy, yet are totally destitute of common sense; to such men education is a damage, it gives them the big head and they are forever handling something that is to much for them, by so doing they make themselves and those de pending upon them for instruction miserable. Whereas if they had no education, they would not feel above their proper sphere; they would be doing something that they would be able to do—tamping ties for instance. SUNOL. Education is the brightest jewel of the present era of civilization. Its gain is now universally sought for, even sav age tribes seek to acquire knowledge sufficient to cope with their more civil ized neighbors. What was in ancient times the ambition of a few is now the demand of the multitude. Mere ele mentary knowledge should at least be enforced of all, so that they may be rea sonable factors of a progressive age. The ignorant man unable to read and write and reason on passing events of national, social importance is a clog to the socio-political machine. Our repub lic calls for equality in all things and no man should be allowed to fail to set his feet on the common plain of rudi mentary learning. From that he may lead himself up along the various high ways and byways of knowledge, and the more thorough his education the better his guide and escort. P. A. F. Education means much more than we are apt to think when speaking of it generally. It is derived from the latin word, meaning to brighten, draw out or expand. To educate then is to draw out and expand what is within, i e, to develop the powers of the intellect which may still be dormant or in a con dition unfit for employment. The ex pression “an educated blockhead” means that there was no intellect to brighten so that the man remains a fool regardless of efforts to the contrary. The word intellect means a “power of looking into” anything. An intellect ual man is one possessed of natural undeveloped abilities which education brightens and leads up to knowledge and usefulness. The intelligent man has the capacity of knowing, the educated man has acquired the knowledge; but no man is thoroughly educated till he knows he knows nothing but himself. A. B. M. *** The schools of this country should be institutions of moral as well as intel- “ IT IS NEVER TOO LATE TO MEND.” lectual training. Practical education is moral discipline. Political economy, civil government and mechanical arts should be more universally taught. The present system bequeathes to pos terity a disordered state of society. It is for posterity to reorganize this disor ganized mass into a progressive factor. Practical education alone will do this. Teach the youth of this country the meaning of liberty by making them ac quainted with the Constitution. Teach them civil government that they may learn to govern wisely. Teach them political economy and there will be no special sessions of Congress to repeal dangerous laws. Teach them machan ical arts and labor will resume its part of dignity. We of the present cannot in one generation build up our decayed temple of liberty, but we can point the way to posterity. “ • T is education forms the common mind; Just as the twig is bent, the tree’s inclined.” c. c Education has the advantage over wealth in being permanent; it out weighs health in durability; and it ex ceeds social and political influence in its greater display of refinement. It should be sought with earnest exertion, and, once acquired, valued. Next to life itself, it seems the greatest of all blessings. It commands respect every where; no one disdains it. It is the embodiment of wisdom. Instruction, teaching, and a full harvest of infor mation form but the childhood of an education. Nurtured with care and training, treasured with jealous vivaci ty and importance, these finally blossom forth into the full flower of wisdom, emitting sweet odors of enlightenment and intellectual refinement. It is the guide-post to wisdom; it possesses the key to discretion in matters of right or wrong; it opens untrodden paths in the beauties of nature; it reveals the all wise and planning ways of Providence; it chooses associates of the right metal and intensifies friendship and love; it is the religion of the soul. Vic. Educate by all means. Educate the heart, the mind and the body. Educate the child, the youth and the adult. Ed ucate each and every one of both sexes, regardless of age, color or condition. Educate the hand to supply the needs of the body, the mind to restrict within reasonable limits those bodily require ments, and the will to enforce those re strictions. Educate the taste for good and to abhor evil; create and educate a desire for freedom through law, and justice tempered with mercy. Educate the masses, for they are the strength of the nation, if they are deficient the na tion will be found wanting. Let the nation support and educate those who desire to advance themselves in any way. It will be money invested that, as an honorable citizen, the recipient will someday repay. The nation is pat terned after the individual; and, as ed ucation developes the individual, it will enhance his own and the country’s value. Educate the body for health, the brain for knowledge, but educate no faster than can be digested. Leonardus. Many think that all college graduates are truly learned men, but in my opin ion it is a mistake. True, they may have apparently mastered mathamatics, figured prominently in scientific studies and received a plausible grade in Latin, Greek and some of the modern lan guages. But if the halls of American colleges could only tell their secrets they would open our eyes to the fact that difficult problems in mathamatics were not solved but copied from keys prepared by older heads; that Latin and Greek were studied with the text book in one hand and an interlinear or free translation in the other. In this way many finish their college course and embark on the voyage of life be lieving that the diploma will gain for them distinction and success. But they have only a smattering—a veneer that will not stand wear. Such are not worthy to be termed educated. The Tcdmc. J sl-00 P er year. In advance, i tKivis. j si x Months 50 Cents. really educated are those who acquire their learning by diligent study and deep research. An education is not worth having unless it can be put to practical use. A. H. C. The two great benefits derived from an education are: First, the intrinsic value of knowledge: Second, the disci pline and training that the mind and character receive. At no period of time in the world’s history, has the value of an education been so clearly recognized or such universal deference paid to in tellectual abilities as to-day; and in no country have the facilities for obtain ing an education been on so broad and liberal a scale as in this. Any one of energy and intellect can obtain one without paying for it. The universities, colleges and schools are both free and popular, always ready to assist the poor but worthy student. The older and more civilized the states become the greater the attention paid to education al matters. Several of the states have passed laws for compulsory education, which have been found to work to good advantage. The principle has been es tablished that society has the right to compel its growing generation to obtain a minimum of knowledge, even if par ents are too ignorant or indifferent to know the value of an education. Observer. Schools of Crime. To establish schools of crime are re quired skilled teachers in the theory and practice of crime, pupils with in clination, opportunity and leisure to learn and places of meeting. All these are furnished by the state in building and constructing city prisons, jails, work-houses and reform schools. A more efficient school for the dissemina tion of crime could not be devised. Yet the cry is, “crime is increasing.” There are always those who make crime a profession confined in such institutions who are ever ready to communicate their experience to the unskilled first offenders. And as vice is easily learned and these teachers are apt and enter taining to the youthful novice, they al ways are interesting and the influences are demoralizing in the greatest degree. Now a system of fines may compensate society and the state for any first mis demeanor committed. But I fail to see w r here the compensation comes in when he is confined in these schools of crime. Could they not be much better dealt with in the same manner as in Belgium, France and England by a conditional condemnation, whereby the offender is released from court on his own recog nizance and a surety and returns to his family. Thus the bread winner of slender means continues his social du ties, till by good conduct his fine is re mitted and sentence annulled after certain fixed periods. This would eliminate much of the evil of criminal society and its baneful influence. France surely can be guide for our own republican country, and there this sys tem has been practiced for fifteen years. It avoids that loss of the sense df shame in man that is as fatal as the loss of virtue in woman. By this means thousands could be kept among the good and pure instead of being sur rounded by degrading influences, sub ject to the whims and caprices of of ficials. Thus too we would cease to inflict needless punishment on inoffen sive wives and families and still incul cate a lesson in honesty. It would be a test of character far above the clever est system of marks and grades that mortal man ever devised. It would be in harmony with law and labor which re veals the Deity in whom we live, move and have our being. Of course this system is only applied in France to minor offenses and not to felony. Brigham. When a man says “I’m not myself to day!” the presentation of a little bill might help him out of the delusion. — Puck.