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THE NEBRASKAN.
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Vol; VII. No. 30.
UNIVERSITY OF NEBRASKA, LINCOLN, JUNE 5, 1899.
Piuoe 5 Cents.
COMMENCEMENT ORATION
"The Education Which Our
Country Needs." President
Northrop of Minnesota.
!M)oro than sixty yew re
wverett lit mi address tit
ago Ed! wind
i aic uoitego
Comparatively a munlL area of tin. '
country is inhabited by people among
whom can be found tlnree generations
of the same blood In the same place.
Iteekiessness and change are our pres
ent characteristics. What we shall dio
next is uncertain. When a family's
destiny Is practically settled at birth
you can educate them for their -work
according to established rules of train
ing n is easy to do tuns In itianv
ilifcti.4..1 lhkil .! f .11. t i I . i jft t .
sr nrrz ' kv.1 . iji!?. ? i. . ku
He said:
"The great utility of occasions like
this, and of tlhc addresses they draw
generation after generation from fath
er to sot tilt occupations are the same.
Hut when as In this coumtry the chil
dren of it family arc destined to be
may in the
dozen differ-
i n t irtmwl it jiC j A 1 1 ! 4 t . ... .1. fi .
fllllv WiM'tt.f! nnrumt. fU fl,l,. V V V" " "V v" ""'"" '. """' 1""
"--. - ' - r'" ' .. im 4 vr uiiLii i iitvi II ltitii' ltii Hill l n iinifiix ,iiirAu... 1
,1..t...... .. 1 ...!.. f II. .. . ! I' """""J l'" ". UW.UI1 UlUflVlll. enr
uun iivv. i (I, nillllllIIUU Ul WCIl-Jll- tl nillllil u f..r.i.. ,.1,1
i '! -.. jv..v,-u
for.ii, l-,mt to lm rt Htoof 1 nto Scd" .SSch "hi ?
nation, laboriously collected; not tot31f?UvolnS
broach new systems, requiring wire
MmEL9mL.
.rr uwii
ranged fatils for their illustration. We
meet n't those literary festivals to pro
mote kind feeling; to impart new
strength to good purposes; to enkin
dle and anlmaite the spirit of i'mprovc
monit in ourselves and others. We
leave our closets, our offices, and our
studies, to meet and salute each' other
In these pleasant paths; to prevent (the
diverging walks of life from wholly
estranging those from each other who
were kind friends tit the outset; to pay
our homage to the venerated fathers,
who honor with their presence the re
turn of these academic festivals and
those of ns who are no longer young,
to make acquaintance with the anient
and ingenuous who arc following after
us. The preparation for an occasion
like th'is is in the heart not in the
head; it is in the attachments formed,
and the feelings inspired, in the bright
morning of life. Our preparation is
in the classic atmosphere of the place,
In the tranquility of the academic
grove in the unoffending pence; of the
occasion, in the open countenance of
long-parted associates, joyous at meet
ing, and in the kind and indulgent
smile of the favoring tihrong, which
bestows its animating attendance on
our humble exercises."
Mr. Everett chose ns his topic on the
occasion referred to, "The Nature and
Efficacy of Education', as the Great
MuanHafeut ol improving the
i Wit riiinnlffi'1 r "tflSe.. eSSne
ttjrfcwiia'ftMraH It is a stWk-
utary on- xae cnanges wnicn
re come in tJiie last nan ceniiury
that lotl&y while I admit all that) Mr.
Everett claimed for education' in the
olden time, I ask your attention; to a
subject which distinctly Implies that
education no longer Is and no longer
should le the same for all oven for
nil who are found in the same college.
I shall offer no aology for speaking
to you upon a plain and pnietksil sul
ject the lOduea'tioi which our Coun
try needs. I emphasize in this sub
ject the expression which our Country
needs.
I Iwlleve that different coples re
quire different education and that
the Hanw jieople may require different
ed'ueation at different tages of ithcir
di'velojiment. There are peeuliar con
ditions Iwth of Kipulation nnd of de
velopment in this country, which jus
tify departure in education from the
Hues of work Mhleh may le the most
desirable in some other countries. I
need men t Ion only two or tHircc.
First: Our imputation' is not homo
geneous. It is not changed merely
from time to time by the death of the
fathers and the succession of the chil
dren, but on the contrary M Is eon
tantly receiving accessions in 'largj
numbers fivim other countries and
mecH, and other chlliwiltions.
Second; Our people ore all equal in
pollt leal right and pollttonl iowr.
It is ns necesMiry for the day hvborer
to know M'hnt is lxwt for the country
ns It Is for the man of any other posi
tion. In many countries political pow
er to vested in a few, ami only these
few luivo nnythlng to suy as to nation
al policy. Practically It makes no dif
ference whatever to thfin M'hether the
millions know anything nlmut poliiti
cnl Bclenoe, history, wxiiolngy or not.
They are sim-ply to tretwl In. Uu steps
of their fntlicr, and the king and nio
hlllfcV take wire of the state. Bub wiih
us this is all changed. The ipoww is
. with itlic ihjople. lAffl8hitlon will be
lMi.ninlnnil llltlmilUllV 1V WlC IM-Oplo.
If the woplc arc intelligent nnd wise,
(there will 1h5 conslstenwy and eoiitln-
itltv in legislation, but if tho people
arc not n4eJHfint and wiBe, they will
to lifc fit VnUnche one year against
"a MoXJnlev WH. nml tflic next year
jrrevTfrantic to reverse ilheir former
verdict, nnd sliont "Ormt Is protection
; and ifcKlnloy 1h lt prophet.1'
' "' TJiirdj Our country A not yet fully
notlied and our population is oxcecd-
liwrlv mnvnhle. Not onily Ih theixi iv
regular movemont from 'tlio old states
' Ho tho new onos, Imt thero In nn Irrcg-
y i1jmt. movement of poputoUqn jntAiai'
: raptlons-from ' WWit to,l1J'.lJ
& to Upiitli.:to the uMiweot In
..'ftSwdlfree-tlon if thore fieem,a ohiaaveo
&&mw? .ris&S
kcenluiii in
Ncm- England to runnimr ti cattle
ranch in southern Caliifornhu the
'conditions are seriously changed and
the problem how to hnrmoni.c this
uvcr-mowng population mhhh nts con
stantly changing environltncnits, and to
assimilate it M-ith the .steady influx
of n purely foreign clement from
cery nation under heaven, becomes
more difficult and more discouraging.
It is at once seen that it is going to
take time, to make his mixed mass.
itilio splendid people that shall ulti
mately occupy this country and live
restfully and peacefully with their
kinsfolk nnd acquaintances in that
part of the country in M'hich they have
been born, keeping up the interests
and promoting the M'orks In which
their fathers before them hint been
actively eaignged.
The situation, an may le seen, is not
nu id'eal one. There is a tremendous
waste of force In all directions; nnd
not a little of the educational work
done under these conditions is ilike the
training of a sportsman, who, having
llred at a calf, supposing it to bo a
deer, and having failed to hit it, ex
plained his lack of skill by saying that
lie llred so ns to nut it if it were a deer
and miss it if it were a calf. Quite fre
quently it is a calf, and' perhaps it is
fortunate that wo miss it as often ns
we do.
'XUils very hasty sketch of the shMt
imr elements of our country sucurests
Jthcrrttcfr"''thatrttr 'training p of "'jaitgc-
numbers of our people must bo ana
is exceed! ngy superficial. "We arc nn
ingenious people, an inventive people,
a people wiibh wonderful adaptability.
Hut there are altogether (00 many
jacks of nil trades and good at none.
Our merchanic ants, our agriculture,
our business interests of every kind
have suffered from being undertaken
by men with no adequate training for
their work. The thorough knowledge
of his business possessed by the arti
san of Germany, would put our Ameri
can nntisans to the blush, if they had
not long ago got ia.st blushing. The
Germans are trained for years to do
what men in this country will under
take to do after noting as a helper for
a few weeks. This results from our
freedom wlit'li lets men do whatever
they think they can do whether tliey
are qualified for it or not. Aw for
spending years to learn n trade or
business when one can get just as
uood M-aL'eB if lie has merely learned
11 smattering of the business, the
(American is not such a fool as to do
thait. In brief, our whole system of In
dustry In wasteful. Work that tflioukl
lw? done once for all, is done over n
do.en times because never done n it
ought to be, and ns it would be if everj
man in every occupation were not bo
free, but were required' to know thor
oughly the trade or profession which
lie undertaker to foTloMV
I supiose there has been enough
tnonev wasted on trying 'to get mitlk
from "ilHt'-f cattle and to make beef of
milk cattle, to pay off our national
debt nil from Ignorance nn Ignor
ance only equaled by that of the lady
who kept poultry nnkl wondered Iiom'
it mkis that M-ith ten liens she only got
one ckk a day. Nine of her hens were
roosters, M1ho cannot 1e rolled on' 'to
lav with regularity.
There Is today a detmnnd for edu
cated men in a 'multitude of occupa
tions that formerly had no existence
or were conducted by uneducated men.
Tho whole would of lalMyr is to lie en
SAstem of education did not really ed
ueai.e; and 1 think that the indigna
tion of the country at such a state
ment would be just.
Yet I do not by any means beiliee
that we have renolrcd am educaitiotiU'l
millennium. If any college officer or
any teacher of a public school content
pin tea with perfect satisfaction the re
sults of ithe training given to the aver
ago student, all 1 have to say is that
he is easiilj satistled.
For lmysel'f, 1 frankly ndimlt that,
while guiding an edueaitlouail ins'utn-
tion in the 'bebt way I cum. so ns to
make It most serviceable to 'the state
from which it draws Its liie, and so as
to keep it at least, from being left
high and dry on the shore, while the
rest of the educational world suite
proudly on, I ain far from being cer
tain that we are headed for the right
port, that we are using the bestt forces
in the best way, or that we are likely
to be entirely satisfied with the re
sults when our voyage Is ended.
Hut while admiit'Ung that our edu
cation Is not perfect, I am tfar from
thinking that mbsjfbf the evils in our
country are to beleharged to defects
in our educational system. They are
eils which would" exist under our
present conditions no mutter what
might be our theory or plan of edu
cations -but they are also evils which
I am sure our ed'iicnitlonnl woric, faith
fully continued, wjll remove.
It hais been customary to divide lit
emit ure into two kindta the literature
of knowledge "and the literature of
poMer. I would nivi:e education) in
the same way. Every one; who knows
anything nboutthe matter, will admit
that in respect- to tho amount of
kuoM'ledge Imparted, our institutions
of learning are incomparably superior
to those of former times. The sciences
are practicably iho product of the
present centuryiand "the ithorougli ami
systematic teaclilng of t'ho sciences has
been possible, b?Ut little more than a
generation. fHlstory and literaiture
Mere never fc$u.ht as they a.re today
until comparatively a few years' ago.
011101' branches .of learning nui'ght be
named! of whiCMi th sarnie couhl be
said. The twient'wheu he completes
'little power, tire neei'thelcss foreer
and unceasingly irrigating and fruc
tifying broad territories that would
othenvlse be barren and unfruitful.
The Irrigating ditches that can iniake
11 sage brush desert bear ubuniKl'iiutily
orange and luinon, prune and' apricot,
grape and olive, are not 11s suggewthe
of power as the noisy stream, M'liose
falling Maters turn the wheels of a
great mill, but they lire not luss benltl-
ccnt in their work, and their power,
judged by results, Is not 1es. That
inexplicable poMer which! litt.s the sap
from the roots and force's every branch
and twig to bud' iiml blossom iinlt.i.'l all
nature is clothed in the garments of
spring, is a silent force mIiosc unove
niiemts aire unheard, but wlhose effect
in transforming the world of unit ure,
nil the hurricanes in the universe can
not equal. PoMer and noise are not
synonymous terms.
You rememilier that the seven liberal
studies Mihich the seholUtftilcs of the
mlddTe ages called the triviumi nnd Hiiie
qtuidrlvium, wdre gramimar, logic and
rhetoric, the triple way to eloquence;
and nni'th metie, astronomy, geometry
and music, the quitdiivlul way to whnit
ever clxe In culture M'as deemed desir
able. We have not abandoned a single
one of these studies, but we have add
ed a great variety of other studies
which the present age requires. Every
student must choose ns wmsel.y aw he
can what will contribute most to his
own success In life.
When an intiitution provides instruc
tion in every department that Can nn
sonnbl.v be desired, there is no antag
onism created between ithe old educa
tion and the ntM Hoth are provided1,
;ou take your choice, the refrash
liieiits are served on the European
plan. If you Mant to ntitaln to elo
quence, the old path Is open to you
with the foot-innrks of many genera
tions still visible. On the other hand,
in every well endowed! university, the
single subject of biology, animal and
plant life, is so broadly and minutely
studied, that It might easily occupy
the undivided nttentioni of the student
for ithe whole four years of college life,
and the student miirht craduate an ac
curate observer of nature, a muster of
his college ctiiroe now, knows a great the scientific method of investigationiy
deal-more fiuJnrrhuTi'ttrewad.ua'te-f mirnrrioiniWVlc'or''nprm-
whicii bread and buitter do mot con
tribute. We want to make human! life.
comfortable. We M-ant to Bave men, W
possible, front hunger und cold) and,i
misery, isu't we uo not wunti to roauco
universal liumani existence to a dead
level of mere comfortable animal llfoyi
As 1enr well says: 'Willow not naitureV
iinir-i Mm 11 iiiitnri" iicodjt! iihhii'h !J!fo.
... .1 ...... . " 1 ....:. i. ' a
is encap us ucusbn. -ij,
There Is something to man besides
body. The mind, the soul, is itseilf tdTj
be cultinited. Taste Is to be refined;"
and gratified). Music, art literature,
none 01 these do for man what loou
does, but they create ami direct far
six reaching longings, aspirations, aptl
itudes; they contribute to his growth,
and perfection and1 happiness, and)
they must never be excluded from our
system of education as things, not
needed. Old Homer with his dlvino
epic, nnd his words thait echo the
voices of nature In uhe most entranc
ing way, is as refining in his influence
as ever; the Greek tragedies are as
errand as ever. Virirll Is.as delightful.
Shakespeare is as thousand-souled. .AlUi ;,'!
of these if permitted to do itheitr IcglJgK jai
lmate work for-tiie student, will uo ior'
lllm sometliinig that the iniere eTucn-'-
tlon of knowlctlge cannot xlo.
The glory of our modern education
is its adaptation' to the wants at once
of the race and of the individual. It
provides for both the material and
spiritual wants of the studemt. It does,
not reject poetry and literature be-,
cause chemistry and physics are more
important; nor does it reject science,
because literature gives a different
kind of culture or a. better culoure. It
furnishes whatever will help man to
do the best work, and also whatever
will help hll 111 to be the best man. Anidi
tih alt is just what is needed. Tills pro
vision1 for loth culture and knowledge
Is today the most niurkcd feature of
university life in tills country. Hnav :
vfiivl line lit cnftTiii iNvcannn"fju 4ji'1ti tffiA
lead; John Hopkins was the pioneer "
and the other universities willingly or
unwillingly, have followed. Even ven
erable old Oxford, where tradition) has
so long been tine law, has now, accord
ing to a recent winter, tailcii into tee
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gaged in tho application, of scrontiflc
prinhiiplcfi to nioohanlos or to agricul
ture, to trnnnportntton, to social life
of municipal life. The hlaphazwvrd
method of doing things by gifess has
got to stop and the laws of nature are
to bo applied1 to nearty every thing
limit Jiiuvitos hiimiin lalmr our educa
tion must fit men for nil) these varied
oCciipatloiiK for whioh in tho oldien
time therr- was no call bo fit any one.
The situation of Itself would' require a
Avliillnn in tho scook of our eluca-
tlotwil work. Our whole con ntny womlkl
Ih Indlgnnnt if any ono shouM say
that we had not 'liindo great progress
in education in. the Tost half cenltury;
'that our colleges nnd universities were
no Ix-tter than thppo of fifty years
tigo; that' our schools were not doing
Wrger and hotter,' work than! the
schools of former times; and) that our
knew fifty years ago. But how is it
in respect, to power In respect to real
intellectual vigor and the ability to im
press others nltli his ideas and to
guide the thought of the age. ilames
T. Field', the prit publisher, the
friend of authors and scholars nnkl no
menu author nndi scholar himself, said
some years ago, that, no man of very
marked power had' graduated from
any colleges of ithe country since 1&53.
All the eminent American authors like
Emerson, Ilaw'tborne, Longfellow,
LoMell and Holmes, preceded this dead
line of 1855. Yuulc college has the hon
or to 'have three of its graduates at the
present time on the uencli or the su
preme court of the United States.
They have all been appointed in recent
years, and they were all Morthy of u'
pointment; but ithe3' were nil in col
lege before 1855, and the latest to
grad unite was in 1850.
The Venezuela commission appoint
ed by l'residenit Olevelaiul, w;ts com
posed of live distinguished citizens,
Three 01 Whom are graduates of 11lc
college GiU'iunn, White and Hrewcr;
.ill three were in college lwfare 1855.
Was .Mr. Field's dictum correct, that
ithe age of developed power in colileges
ended, so far as appears, In 1h5!7
Eien if the dictum were true, it need
not fill us with alarm. What Mr.
Field esjieclnHy lamented, I suppose,
M-ns the disappearance of the ereaMve
power as represented in oratory, po
etry, and prose literature. Hut men
write nnd think as clearly now ns they
ever did. The country needs today u
good' many things more than iit needs
a great iioet. 1 say t even at thtet risk
of lieing called a Philistine. Whalt. this
age needs is knowledge. Whnt this
age wants to use for Its own adivance
ment to the highest civilization is
knowledge. What this age, therefore,
.to trying to get Ih knowledge knoM'l
edge not for a finored' class, but for
the world eery importamt fact and
principle discovered' to be used' for
the good 01 the race.
It is not, therefore, necessarily dis
couraging If we nre compelled to ad
mit Unit In our efforts to htroadoni the
field of study and to satisfy tibe very
general demand of the- af;a for a more
practical education, 'there secnm to
have been a certain loss of poM'er to
the individual student. It is more in
the seeming Minn it reality; more in
the method of its application than im
the poM'er Itserr, and' it docs not' by
any menus follow that there is In. the
aevrecate a loss to the commit nita'.
Modern scholarship, despito Ms ten
dency to specializing, Is no longer a
deep and narrow stream sweeping
everything before It In its wclil-worn
channel; it is rather countless num
ler of streams ever divld'huff fnto new
and Btnaller ones, and ever seeking
for themselves new clmninjells, and
Wiese streams though tJiey'inay snow
ciples of eloquence, and no power Jn,
tts prndtice. ilere, doiTOtless, wotiRi
be a loss, not indeed' without great
gain, but a loss if eloquence is to be"
regarded ns the chief end of education.
But the world for half a century has
VtJ
JlIMrI a Qfu fflh a-l rvlAYTTTt'HVarl.Lj'.Ai'- 2-3J,- -
.SS-.TiL:i?C-b!i ! AJaS Su:0.4rjiLiM
jfinuiruuii wilier "j, pitueutiirtw.j,o
tlie" Old) Idea of a Irbei-aii eOHicktloni C
multitude of morrow, and: tcchiiiea
schools, for cnfirtnUni thoA.anmony
and starving JtHttj iirtollect. " Ihe' ola
educatioh may, have beeiv dofect,ive,
atUfM this writer, but at least It was oil
innfkil l.rt nnnntivi lvtllAiuii& al d r ik vli rut
...- ,.. u.vMv..v1-..b i... iru-erttlon and: not ait tviipreiiti'cJeshap'."
thing to be desired even ma states- m o 0lp uniwwVtiea of todiy
111.1.1. ami tm.ch less n a scholar. Chat- stuulent lf he shes an eddication
bum 11ml Burke no longer ; tl.undw nn sm t lt.uorif j,0 Vldieafcifc
the British parliament, but mem In this M'ter citan apprenticSip; K
!N.,r,"?,",M!t .Jln:. 1,. .11" ..blV can net that. That il tb best eKcZ
and home ride ns practical questions
very much as they would' discuss the
value of different breeds of entitle, or
of rotation of crops. Facts have taken
the place of tropes, nndi common senspi
tills up the void created by tho depar
ture of Greek and' Lathi quotations.
Tlie rhetorician is nt n discount even
in Congress. The man who cam tell all
11 bout the effect of taking the tariff
off wool and putting a tariff on hides,
of mukiiig lumber free and of putting
a dii'ty on conl', who can Iny downn any
one principle of finance which will be
accepted as true by both the gold and
the silver men of the country, h'e is
the man for the times, while the elo
quent deelnliner on "the abstract rights
and wrongs of capital and lnbtvr, is
Jlttk account. Leghvlntioni is no longer
a nuutiter of feeling nnd' emotion. It is
a iwuctical matter coming home to
menus' business and bosoms, and to bo
decided largely by evidence gathered
b, the patient student of statistics In
the field of political science,
Edward Everett spoke two hours at
Gettysburg a pellucid stream of
classical eloquence and not fifty men
In the country today eMher know or
care what he said. Abraham Lincoln
followed Everett with 11 speech of
three nri'nutcs, a plain statement of
facts appealing to the highest patriot
Ism, and today thousands of Aimerl
catiB, from the child In school to the
old man In the chimney corner, can
tell Mhat he said. Tlie world) has ceas
ed to care much for mere words, how
ever choice and elegant.
Mncaulay's Catalogue of the-achieve
ments of modern tearing is inspiring,
It shows whnt man has done. But it
does not touch' the question ns to what
man is, 0 be, Is he to lie sweet or bit?
ter in his temper? 1r he to lie reiflne!
or coarse, n gentleman or a boor, a
Gladstone of a Gradgrind, in sym)iky
or out of sympathy with mankind, a
glad' listener to the voices of love, atf
inniuiiy, iiiui iiurmuuy, ivuui art, ami na
ture win ion is tine art ot Uod.,or.Insw
slblo to everything which his eye can
not see nor his hand Jiandle.
"We milfvt not neglect thVs culture
which will determipio wjilch of Mvcse
the student is to be, vhide we grow
wild' over studies which may dtatemnv
inc. whnt the student Biwill be abte to
do. There is stillTejb in tllje AvotB v
uviue sense or ipejuiy ana
contribttting tosdmlhiTig 1
'
tret that. That is thi
tioii) M'hicli fits ti man 'for tu.ie pnatea
HMf llltltf.G Vll, TTVOI'V tI ltlrll. il 1-Uk
very useful vWrdtoerit Obtjerfei 44k ,&,
curately rimli reifeon' corrictty, ovietc H tR
much fo may Titiow. Tlve mm. ;wfco jfe
csinnot; draw just, conclusions fov 1&&b "S-Wr
o-n guidance ,m ditt iikeJyi. U he ft. ,-;'
safe guide for otlters' iii nnv' fleid at '1. '
Compiles; htima festivity. Wwbwijffr
discipline to the: inieeot can! poriMy,.)
lw given should. be glvenv wfeetlier & vty
intellect Is to 'ue applied: Ko optwUnfi
inventing, ndhp4ing, 'iteliiy rawtter;.x'r ''
inspiring, imigoratinig, or leaAMitf'
irvlnd. In either case utility! Mitikm t
controlling consi'Ueraltion. Very''' leW"
men can afford to iii&e their brains
merely an an object lesson of what dils
oipline can nccompllsh, ,or as an inttic
ior Tiie storage oa awiqyxett xnattn
ure. Rfost meir 'ipnislt, therbfiire gt
Avhat they ca)n use. Ntt floivbti a TMirm.
bcr wlio cannot renxl! Latin? Ajijl' prce
will nnsMtur our nurnose verv weak.' if
he will keep Qur water pipes. rgm
burs'tinfr, our gas pipes iromi M)riiL
ohr sevveratfo from settimr bai'!iao ": . .
onr lanndiry tubs, anKHlie jm$WWmi&'
dvi'ivir In eoinkeniiATinA nf ' itrfHiWii'i'ir' ""
comlltions prodijicetl by ImHoTJirfM
. r . .- . . , - u. . r iii
c?innoti ijnve noin cauture anu : irhechftjjln
ea skill in our lutnber,. M "us Tby &
means hai-e that which ti ifiim "to
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uis cioing won taie one tniag; wMafc.tnt
proiioseR to do. The same ItliogS
applies to the whole body of enirinftM.
eineM
and SUUdbntfl in -tMinipnO mAv.wXa' tit
they are to bo masters of Unietr- teoh,nd Vj.
cal work they iniuitt forego to somcr ?x
tent general culture, as tiha c&fflatt''
student (for culture foregoea tye iYM
tMetntUti Ailld' -Ihuiflnnianhil m,v. -,e .iHJb.tA'it-
cation is not to ko.vj otifc, MfomtplmohW ' V"'
foundation or ih, atxitdture-, tjfee -te '
uni rng necesfBiry ta tit lis for whwt n
pjVyose "to do. .Amd- the -aot lwortJ . ,
am. ni tor eunqatioiKU ItHmtHVfcta
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jor .every student to get vjiat W nece-f
ftafy for the best foundation) Hi teat
in His future work, But Ithe. subject
which1 the fitnflkntt Ju colToirniei
etipeoialiy to pursue is not Ja?0osiri4(y
tho whloh obnears to ba irwoist; e.Vvatlir
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uiiv w ju iiiifuire, wotk I'lfmrn - &; ' v
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