Hesperian student / (Lincoln [Neb.]) 1872-1885, April 05, 1883, Image 1
ssci HESPERIAN STUDENT UNIVERSITY OF NEBRASKA. ; 11'"!!!'!"" lUiTrTnuimndiiiiifDiuiitMiii k 1 Vol. XL LINCOLN, NEB., APRIL 5, 1883. No. Xj MISCELLANEOUS MENTION. Exaggeration, it is mi id, is 11 characteristic of Amcricnn humor. Our people like to talk, and who has a better right? Wo are bounded on Ihc cast by the Orient and on west by the Occident and on the north by the Aurora Borcalis and, therefore, it is expected that we should use tall speech. The following addressed to Napoleon I, lias lately been found in Germany. . "Vattclnor tlbl, quod navnljs laurcn ctngct Tompora, nee tnngna epos maco do&tltuct, Dojlclct tua gous cunctos, ncc Gallia vlctrlx Dcnlquo fran-ltur litua ad Albinnoiu, Sors bona, nou mala eors concludot proollaqunrc Tempora to dlcent: pars bona, non mala pars." Now read it backwards and observe the opposition in meaning. Sum hav advizd that the cor ov edoturz of the Hes tkuiun Studunt adopt the fonctik sistum of speling. In thi9 thar wood be several advantijes : furst, it wood kuvcr a multitude ov erurs under tho garb ov reforms; sekond, thar wood be no knead to correct the proof; and thurd, thowurk isolrcdy begun and hence shood be pusht for wurd with ol spede. The cditurz ar urneslly rekwestcd tu give thar alenshun to this importunt biznes. Who hath warmed tho frozen river? Who hath cured the old oak's shiver? Who hath shorn tho world of enow? Who hath calmed tho wind's wild blow? Juno Thaw. Who hath wnrmed the students' toes? Sputtered mud upon his clothes, Who doth makotho slolgh-bolls Jlnglo With tho chirp ol co-eds mingle? Juno Thaw. Do whatj'ou believe to be right under all circumstances, butrcmembor that, if you try, you can convince yourself that almost any thing is right. What you honcslly be lieve you are not accountable for. This is the most com. fortttblc religion in the world. If you arc asked a question you cannot answer, don't hear it, if you can help it, but if you can't help it, get eomobody to answer it for you, if you can. Stand up for tho right, if right is in the majority; if it is not, prudence will command you to keop still till it is. When any cause triumphs always be on that side, and be sure to make people believe that you were the original starter of it. Always tell tho truth, if you can; if you cannot, tell no moro lies than you can help. Tho question of elementary education attracts great attention, at tho present time, in every country of Europe. Philosophers are busy working out the unsolved proplems connected with human culture and development. States men aro considering tho ways and means of increasing national strength and prosperity by making education universal, and teachers are discussing courses of study, and methods of improving instruction. European teachers are, as a body, more learned than ours. They have in- de more special preparation for their work. But they do not cvinc that natural aptness as instructors of youths, which is characteristic of American teachers. They seem to be to slow, to heavy, wanting lit versitllity of talent, in mental Hcxibility.and ready sympathy. Thinkers are very scarce. Some persons think in a one sided way. They get one idea into their heads, and it be ing so small, fills the entire cavity almost to bursting. On all occasions they talk about it, explain, argue, write, and try to convert every body to their belief. Thinking porsons are disgusted, but shallow and small brained per sons aro converted. Tho broad, generous, roving brain well bal'inccd and counterpoised, is capable of taking in many ideas in weighing, comparing, and Inwardly di. gesting them. The result is wise conclusions, solid argu ments and generous convictions. Such brains like the great mountains recive most of the sun-light of common sense. They stand as landmarks of tho centuries, clear in their grandeur and memorable among minor changes. We instinctively worship great mountains and great bnins. A good fool we despise, but a great knave wo tols crate. It Is usclcso to try to prove that any ono study should recclvo oxclusivc attention in our schools, neither should any one branch of learning monopolize more than its deserved 6hare of time, but while these two propositions aro true, it is also clear that every study should re ceive as much thought, time and labor as its importance :lemands. The mathematical branches are studied as thronghly as they ought to be, and it is thought by some that too much time lias been given them, more than the good of this practical age demands. The world needs investigation in what will be for the good of mankind, in what will minister to its efficiency and wealth The investigating spirit, stimulated by the study of tho nats ural sciences, is full of sympathy with the bold, aggres sive spirit of tho nineteenth century. Necr before in the history of the world has mind reached out so tar beyond what lite eye can see. Tliu activity stimulated by res search and investigation, cannot fail in being useful in tho highest degree to the mental power3. Instead of plodding through ths intricacies and contradictions of human speech, tho mind is brought into direct relation to the speech of the Creator. Inucad of attempting to liar monizo discordant opinions of men, it is calUd upon to classify and second the magnificent thoughts of Qod. The natural sciencos should occupy a prominent place lu our college courae.