THE HESPERIAN STUDENT.
There is a freshness and buoyancy accompanying
the opening of a new College term, which always
seems to inspire new life and determination. It is
pleasant to look forward to the future of opportuni
ties, exertions and enjoyments, and feel prepared for
its duties and privileges because of the strength acquir
ed by the rest during vacation. The indications are,
that good work will be done this term. To the Sen
ior there comes a realizing sense of shortness of time
before him, and a recognition of the fact that with
only a few more effective studies the top witl be reach
ed, from which height he may rest awhile and moralize
upon the importance of improving the time and do
ing thorough school work, while even now, that grad
uating oration is becoming the phamtomof his dreams.
The Junior is looking forward to that step of advance
ment when he shall no longer need the support of his
cane, and the Sophomore is thinking of the time
when he can say "When I was a child I thought as
a child, but when I became a man I put away childish
things" ecce homo! The Freshman exults in antici
pation of the time when he shall know all that the
wondrous Soph can boast of, while those who come
among us for the first time, hope for years of pleas
ure and profit. If we all take the energy and vigor
obtained during the vacation, into our every-day
work, we shall not at the close of the term be mourn
ing over a scanty harvest.
. Man has been called a talking animal. Is it not
- equally true that he is a singing animal? Or did he
become iuspired by the birds of the woodland?
Those who regard instincts as acquired kpowledge,
might question whether even the birds sing without
being taught. However, we believe that man natur
ally gives vent to the emotions of the soul in song,
in music, widely differing of course, without cultivation
and modified by his surrondings, still, within his na
ture there certainly is the musical germ.
To what extent music should be cultivated and in
what way, depends upon circumstances and individ
ual bias. There is no question, but that the more
general diffusion of musical knowledge and training
has brought into prominence many that would, in
days of less musical study, have passed unnoticed
Many a Jennie Lind has died in obscurity, when all
that was lacking, was more culture in this line, and
an opportunity to make her talents known.
While our University furnishes such good musical
advantages, the Student would urge every one,
with few exceptions, to avail themselves of these priv
ileges. A fair degree of proficiency in any branch
of art, is the birth-right of any who will use industry
and persevrence for its attainment. Let none sit
with folded hands wanting for genius to inspire, or
hesitate to make the attempt because they think they
have no hereditary musical talent. A little spark
often makes a great flame and many of the greatr
est musicians, artists, and poets were descendants
of mechanics, or tradesmen inordinary circumstances-
There is one disadvantage connected with the pres
ent literary course which its friends seem often to
overlook. This disadvantage is its liability to un
dergo radical changes even though the catalogue
should continue to make about the same announce
ments as at present. The branches of study which
make up the greater part of this course are
modern languages, English literature and his
tory. Now, in none of these departments is
there a well ascertained method of treating the sub
ject which all teachers recognize as being the best
that can be adopted, and even the same professor
has been known to change his mind several times in
the course of four years. For instance, some teach
ers think that in studying modern languages, the
conversational drill is the most important part;
others, however, think it most important for the stu
dents to get as much of an idea as possible of the
different literatures; while still others will insist
upon the advantages to be derived from a careful
study of the grammars. In literature and history
the methods which different, especially in-different,
teachers will employ are still more diverse. These
facts become very significant when we remember
that the raling power in this institution, the board of
regents, is the product of political caprice, and that
there is never likely to be a time when sombody will
not be clamoring for a change. Besides, whenever
a professor becomes so effecient that all acknowledge
that he ought to be retained, the danger of his being
offered a higher salary in some other place is already
imminent. From these considerations it will' be
seen that the amount of iuformation and discipline to
be derived from taking the literary course is far from
being a constant quantity. On the other hand the
classics have been taught for so long a time that the
lines of study are well defined ; and even a tolerably
"wooden" teacher cannot prevent his classes from
deriving considerable benefit from their study. The
student in the classical course can see exactly what
work lies before him, say to himself " I will do it ; "
and if faithful, can, when he graduates have the sat
isfaction of pronouncing an emphatic " done." Some
of us think that the literajy course leads by a shorter
route than the classical to the goal of a liberal educa
tion ; but it must be admitted that this path, even
though it be shorter, is so new that in following it one
is far more liable to go estray, and hence unusually
trustworthy guides are necessary. To many it may
still seem better to travel in a road where there are some
ruts than to run the risk of getting lost in the woods.
I
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