Hesperian student / (Lincoln [Neb.]) 1872-1885, November 22, 1886, Page 3, Image 5

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    7 E UESPBKlA A'.
Donne the undisputed honor of constituting a .statu
oratorical association. We have another purpose, a
very different end in view.
The need of more faithful work upon the part of
the student is not the only cause of a certain unsatis
factory feeling which comes over him upon the com
pletion of some studies. Students who j;et good
grades have complained that they were not satisfied
with the work done. Not that they had expected to
compass more, or to have been more thorough in
what they did perform; but rather that they were not
satisfied with the motives which prompted them to
the work, or the spirit in which that work was done.
'This instructor gets a certain amount of work out of
me despite myself. I do about so much work in an
other line to get a certain mark. But there is one
thing that I do study for the study's sake, and be
cause the instructor in that branch makes it interest
ing and quite to my taste. I leel fairly well satisfied
with my work in those branches first mentioned, but
I do not see that I retain very much of what was gain
ed there. No,I have not a wide reaching knowledge,
perhaps, of that last subject, but what I have seems
to be a part of myself, my very own; and I am satis
fied with it, and with that instructor.' Such is the
story as near as we can recall it. Now while we be
lieve that it is the fault of the student to this extent,
that he hangs back and refuses to do his share to
break down the barriers that exist between teacher
and pupil, yet, there is too often a reason for laying
the blame elsewhere. Natural, honest and consistent
work will bring to the student a sense of real satis
faction (we have remarked as much before). But on
the other hand there must be naturalness and consis
tency on the part of the one acting in the capacity
of an instructor. The experience of any one of us
would no doubt be enough to convince him that this
quality is too often lacking in those who were denom
inated his instructors in an earlier school life. There
must be no disparity between ethics taught and ethics
practiced. Perhaps a pupil shirks duty. Other means
failing, the instructor in his extremity adopts some
policy either to entice or to force him to the work.
This scheme generally bears upon its face the imprint
of a true interest in the pupil upon whom it is to have
the desired effect. But too often this imprint is only
upon the surface, and the scheme becomes a complete
failure because the student was too wide awake to be
forced to do anything against his will. Suspicious from
the first of a new instructor, his trick or sharp prac
tice, though well meant, spoils for all time the friendly
and natural relations which should have been early
cultivated between him and the student with him.
And it is this lack of Confidence and consequent nat
uralness, no matter where or what the cause, which
makes the student feel unsatisfied with his work.
Among the arc articles of special interest in the November
North American Review arc Walt Whitman's paper on Ihirns,
Jefferson Davis on the "Indian Policy of the United States,"
"Why am I a Churchmen," by Bishop Dudley, of Kentucky,
besides valuable matter in the "Notes and Comments."
The revised edition of the American lincyelopcdia which
the library has just received in exchange for the old sot, will
be found to contain additional features of value as a book of
reference, Beside the main body of the work, there are sup
plementary volumes treating later subjects and reaching up
to date, and also an index to the whole work, which will prove
most especially convenient.
The ArOT Engander and Yale Review contains articles of
unusual merit in the current number. Among them arc
"Methods of Historical study," with suggestions of how to
make the classics which arc read in the undergraduate course
of more service in studying history. "The Struggle in Bul
garia," by a professor in Robert College, Constantinople. Rus
kin vs. Gibbon and Grote," being a spirited defense of the
two great historians against the criticisms of Carlylc and his
avowed pupil, Mr. Ruskin,. Other articles arc "The Red
Cross," a review of Prof. Drummond's "Natural Man" and
"Miscellaneous Topics."
In addition to Tolstoi's novel, "War and Peace," which
was noticed in our last issue, the library has also received
"Anne Karnina," and "Childhood, Boyhood and Youth," by
the same author; "TarasBulba," by Gagol, another Russian
writer of prominence, and "Great Masters of Russian Litera
ture," the latter being a translation from the French by Du
pont. The growing interest in Russian Literature manifested
by educated men every where, is one of the most noticeable
signs of the times. This literature is all the more interesting
because, as is observed in the preface of the last of the works
mentioned above, it is mainly the product of the lost half con
tury, and because, moreover, its appearance may be taken as
a sign that the Slavonic race, the most backward of the wes
tern Aryan peoples, has at last begun its onward movement
towards that commanding position which, in the opinion of
many scholars, it is destined to occupy. The books referred
to will thus throw light upon a most important subject.
The celebration of the 250th anniversary of the founding
of Harvard College is one of the most notable events of its
kind which has occurred in recent years. There is some
thing peculiarly impressive in this gathering together of the
sons of a venerable institution at such a time. It is', more
over, an occasion for rejoicing, not only on the part of the
alumni of Harvard, but for friends of education everywhere.
Although the oldest, wc believe, save one, of American col
leges, harvard has not allowed her age to stamp her as un
progrcssive, but has kept fully abreast of the times. Alive to
modern ideas, it has within the last few years changed from a
college to a university, modified its curriculum, and increas
ed its courses of study. Thus while its older rival, William
and Mary College, has closed its doors, Harvard has
maintained a steady and substantial growth. .In spite of the
fact that American centres of population and power have con
stantly been moving westward, this venerable New England
school has held her own agahj st young and vigorous western
institutions, and has allowed 'none of them to bear away from
her completely the palm of leadership.