Hesperian student / (Lincoln [Neb.]) 1872-1885, October 01, 1882, Page 4, Image 9

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    II!
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4
THE HISS PERI AN STUDENT.
the property of the students. It purposes to be the
exponent of your ideas, the firm advocate of your prin
ciples and the faithful defender of your rights and pri
vileges. But the Student cannot live without your
support. The only way the paper can be made a
success is through the the cooperative aid of all the
students new and old. Do not depend entirely upon
the editors, but come forward and put your shoulder
to the wheel.
While visiting some of the rural districts during
the summer we took occasion to converse with some
of the farmers in regard to sending their sons and
daughters to college. We did hot receive, however,
very favorable replies. Almost the universal answer
was "Costs too much;" " 'Twon't pay." With some
this may be true, but many, it is feared, too greatly
underestimate the worth of a few years schooling.
Only those who have experienced the pleasures of an
-education are fitted to judge of its value, while the
majority of our farmers are comparatively illiterate
men. It may indeed be impossible for the young men
and women to leave the farm for a continuous six
years course, but let them come if only for one winter.
They will be benefitted thereby and go home in the
.spring to work with better zeal. "Mother Earth"
promises bountiful harvests this year, and after the
young folks have worked hard gathering them in and
attending to the other duties of the farm let them have
their reward by spending the winter at school. Some
fathers say that it will only make them dissatisfied
with their farm life, that they will be disconted to go
back to work, and moreover the long period of
inactivity vill render them physically unfit for the
work to which they have been accustomed. With
some this may be the case ; but we have it from those
who have had experience that they can go right from
school and pitch into as hard work as any of the
farm hands. They will work with a better spirit if
they think they will be repaid by the winters schooling.
As to the worth of an education, it is not to be
estimated in money. While it does not give a man
qualities that he did not possess before, it arouses and
develops those which without an education might
forever lie dormant. Every man is possessed of
certain qualities, to develop which to the utmost of
his ability, is a duty he owes to himself and to his
fellow men. According as a man makes use of his
talents to promote the interests of mankind will he be
held accountable to his Creator. Although a few men
rise to eminence with but little education, yet for the
majority the best road to success is through the halls
of the college. The educated man lives in a different
world from the illiterate. There is positive enjoy
ment in the conscious possession of knowledge. It
lifts man from the selfish pursuit of his temporal
advancement and leads him to consider interests
other than his, own. It brings him to the conscious
ness that man is something more than an animal whose
only aim is the gratification of his appetites.
No, the value of an education is not to be estimated
in dollars and cents. Its real worth can only be
appreciated by those who have experienced it. Accept
their testimony and send the boys to school ; let them
taste a little of city life, and then when they come to
visit their city cousins there will be no necessity of
introducing them as "our country cousins," .by way.
of apology. As for the girls, their profit will be as
great as that of the boys. They will make just as
good butter and cheese and take hold of their other
work with more interest.
ghc &Uidctt'n,&mty-booh,
OI.Ol'D-LAXD.
See you on cloud?
I've watched it linlf till summer afternoon
Kohl ana unfold
While drifting eastward, but too noon.
Its creamy mass
Ik moved and moul.led by the wind' embrace,
And tho hot pun
lino kilted to blushes Its Inconstant face.
A mystic ale
O'ershadowed by snow mountains comes o vlow,
From which a rond
Skirts 'round the cloud Isle of this ocean blue.
That path may lead
To hidden elopes whereon a god-queen llci,
Whoso laughing girls
Thclfyrhlte limbs bathe In cloud mists of the sklex.
Ob, might I be
A shy companion of their sports and mirth,
To dash from mlud
All heart pains and dull cares of this earth t
Oaiinet.
CLASSICAL OR NON-CLASSIOAL.
Translation from any foicign tongue into our own Is im
portant anil iiselul for lite discipline il gives the mind!
and no languages, us is gencinlly admitted, task tlic mind
so severely in litis respect us Latin mid Greek.
Tliu study of these languages is also important for the
case and accuracy which is acquired in (lie expression of
our own tongue. A very largo per ci-nt of ilie English
comes directly or indirectly from the Latin and Greek
and the most perfect knowledge of il and the greatest fa
cility in its expression manifestly cannot be attained with
out knowledge ol these original tongues. But wero
none of our words derived from these languages tho trans
lation of the thoughts of those ancients into our language
would bo one of Hie very best exercises lor the mind mid
would certainly increase one's knowledge of English.
Again, the study of the classics brings one in contact
with the masterpieces of antiquity, some of the grandest
specimens of fine writing the world has ever seen. Many
of their beauties, among others the construction of senten
ces and differences of idiom, cannot be seen in mere trans,
laliiins.
Let us consider German and French vs. Greek and Lat-
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