No. 1.
Editoiuals.
275
MV
;.
4
ii
I.'
It is witli a feeling akin to dread that we
enter upon the work before Us. "We are
aware that no other institution connected
with the University 1ms so direct und so
extensive an influence upon its reputation
as our college paper. Hence we can see
the importance of making the Student a
true exponent of the University a faithful
representative of the work done here In
an especial sense it is the duty of tnc Stu
dent to maintain and defend the interests
of the University,"-hut it need not. and
should not champion its foibles.
As a students' paper it should always
le alive to their real interests and privi.
leges, but ought not. to excuse their faulls
or palliate their crimes. It is not enough
that it contain the gossip of the Univcrsi.
ty, but it shouldjiepresent its thought and
culture as well. While education and lit
erature should chiefly ("linage its attention,
it need not hesitate lo enter a broader
field of discussion.
But while we.bee much lo be attempted
we are able to promise nothing lest you
should ask :
Amphora cot pit
hmtltui; r.urrtntt rota cur tircnm exit
Readino.
College life is so occupied with regular
studies, that but littlo time is left for gen
eral reading. This renders it still more
desirable to improve to the utmost what
ever time wc may have. Reading, to be
most effectual, must bo systematic. Do
you choose books on some definite plan,
or do you permit the caprice of the mo
ment to determine the course of your
reading? When you enter the library are
you prepared to say what books, or class
of books, you want to read next, or do
you take the first book whose title is at
tractive or unique?
Youthful larks and escapades we ex
cuse, or palllulc, by attributing them to
the heated blood of early life. Sometimes
we are disposed to grant the same license
in the realm of thought. We are upt to
think that it is little difference what we
read in youth. What a sad mistake!
Personal identity is eternal. No Lethe,
with its oblivious waters, separates youth
from age. On the contrary, as a rule, the
reading that constitutes the capital stock
of most men is done before thirty. While
the reading that shapes the character and
determines the controlling principles of
life is usually done beloro twenty-five.
Can we then afford to permit our rending,
during these years, to bo determined by
chance? Then first of all read systemat
ically. Thousands waste time enough in
careless reading to master several sciences
or lo make themselves eminent in some
useful vocation.
Secondly, read for some definite object.
It is almost impossible to bring the neces
sary attention to that which you have no
object in reading. We know that many
condemn reading for, the purpose of im
mediately using what we acquire, as for in
stance "posting up" on debate. But it
seems to us that it is then that wc grasp
more firmly the thought and hold it more
tenaciously. The best reading is usually
done when wo follow a single theme
through one author after another, until we
establish our own opinion in regard to it
Of such importance do we deem this
principle, that wo would always read with
a view of reproducing an outline from
memory. If you read the history of the
Reformation, or English Revolution, do
so with the aim to reproduce a connected
sketch of the salient points and principal
events. If you read a novel, reproduce
the plot and prominent traits of the prin
clpal characters. If you read a poem, re
produce the argument. In this way you
will fix upon the mind that which it is
most desirable to retain.
The multiplicity of books aud periodi
cals is apt to induce the habit of careless
reading. This the young reader should
strive against, and we know of no better
way than' to read with a view to reproduce
the thought.
