Hesperian student / (Lincoln [Neb.]) 1872-1885, April 05, 1883, Image 1

Below is the OCR text representation for this newspapers page. It is also available as plain text as well as XML.

11'"!!!'!"" lUiTrTnuimndiiiiifDiuiitMiii
Vol. XL
No. Xj
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
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
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.