YALE ALUMN
(Continued from first page.)
tem of the district schools, but my
mitd ges) back with morejaffection and
reverence still to the man, who, in
my childhood, seemed to be the re-
sponsible moving agent of the whole
School system. We thought that he
would not work for us unless he loved
us amd he seemed to have a fatherly
eare for all the school children in the
state. He never spoke to me and I
presume never let his eyes rest on me,
but I have to thank him for a part .
of the inspiration which has entered
into my life and work. I am a part of
his unconscious success.
“This case leads us to reflect how
much of this kind of success every
faithful worker in the cause of educa-
tion wins without knowing it, and is
it mot the best success of all? We
warn ourselves and we are warned by
all our critics that education is some-
thing far different from schooling.
Unfortunately they do not necessarily
go together. Unfortunately also our
people are pinning their faith on
schooling. The faith in book learning
is one of the superstitions of the nine-
teenth century and it enters for a
. large part into the bequest which the
nineteenth century is about to hand
cver to the twentieth.
THE POWER OF KNOWLEDGE.
““On the walls of our schol room our
teacher had pasted up in large let-
ters, “‘Knowledge is Power.’’ Yes,
that is what knoweldge is. It is pow-
er and roihing more. As a power it
is like wealth, talent or any power,
that: H is without any moral
element whatever. The moral ques-
tion always comes in when we ask, in
respect to the man who has power,
‘What will he do with it?’ It is so of
wealth. The man who has it can re-
alize purposes which are entirely im-
pessible to the man who has it not.
What purposes will the holder of
wealth choose? If he chooses one set
of purposes he may bring things to
pass which the rest of us can only
dream of and wish for. If he chooses
another set of purposes, he will be
only so much greater curse to him-
self and all around him than he would
be if he was poor. The same is true
of- talent» The same is true of ‘any
other power. It is true of knowledge.
The man who has tt is equipped for
action both with tools and weapons.
What will he do with it? If he so
chooses he may be, by virtue of it, far
more useful to himself, his children
and his country than he would be
without it, but if he chooses other-
wise he may simply be a far more
efficient and harmful rascal than he
would be without it.
“This is why it is simply a crude
and empty superstition to believe that
a knowledge of reading, writing, arith-
m.elic and geography makes good hus-
tands and fathers and citizens. It
dces not. There is no connection of
cause and effect. In truth, half cul-
ture is one of the great curses of our
times. Half culture makes men vola-
tile and opinionated. It makes them
the easy victims of fads and fallacies
and makes them stubborn in adhering
to whims which they have taken up.
It makes them impervious to reason
and argument, because they hold to
their pet ideas with a pertinacity
which has a great deal of vanity in
it. It makes them quick to talk and
slow to think of study.
“We sometimes rejoice in the amount
of reading that our people do in news-
rapers, magazines and light litera-
ture, and we are multiplying  libra-
ries and reading rooms in an easy
confidence that it is all in the right
direction. It is like other human de-
vices, however; it is in the main good,
but it is not all good. There is one
disturbing reflection which we must
take earnestly to heart. If people’s
desire for literary food is met by light
literature it is satisfied and put at
rest by light literature, and then there
is no desire for energy to get any-
thing better.
THE TEACHER’S PERSONALITY.
‘Such observations and reflections as
these force us back again to our re-
sources Of moral strength. Where do
they lie? Without disparagine the
value of homilectical instruction and
exhortation it will be admitted by
everybody that it takes character
above everything elese to make char-
acter. Here is where the personality
of the teacher has a transcendent func-
tion. In connection with imparting
book learning. The school educates
the teacher quite as much as it edu-
cates the scholars.
“The life and work together under
forms which involve discipline and or-
derly co-operation cannot go on with-
cut friction which tells upon both par-
ties. The incidents of the school room
easily provoke the temper or the van-
ity, the jealousy or the rancor of the
teacher. Who does not know what
pitiless critics scholars are, how
sharply they detect evidences of hu-
nian weakness and what severe stand-
ards they employ? Even parents are
exposed to no such criticism. They
are shielded and presumptions are
created in their favor, which teachers
do not enjoy. When it comes to de-
mands upon character there is no pro-
fession and no relation in life which
makes such heavy demands as tech-
ing.
“Tt would, of course, be absurd to
make superhuman demands on teach-
ers and exaggerated demands could
have no other effect than to discour-
age. Such is not the point to which
my thoughts tend. On the contrary
IThavein mind in what I say, the en-
ccuraging fact that a faithful teacher
who is always trying to do the best
Lossible is sure to enjoy a large meas-
ure of success, of which he or she is
not conscious. When I look back to
ny own school days I know that two
or three of m3 teachers had decisive
effects upon my character and career,
and I have no. reason to suppose that
any one of them knew that it was
so or that it was to be so. We had
cne teacher whom I never saw put in
a difficult position but what he extri-
cated himself from it in such a way
that we all felt that that was just the
right way to act in an emergency of
trat kind. That is the way in which
character is educated by character.
The fruits are abundant and the crop
of them is produced over and over
again for many a year afterwards,
and it is planted and gathered by
many work2rs over many fields.
**T was led into this line of thought
by my recollections of our honored
guest. I think that the reflections I
have suggested may be welcome to
him in the retrospect of a long career
during which, no doubt, he has had
many failures and disappointments to
lament. Like all the rest of us, he
has, no doubt, felt that the results of
his labors were not what he hoped for
and had,a right to expect. Let me
assure him that there has been more
fruition than he has been aware of.
It is one chief purpose of this meet-.
ing to assure him of it and to give
him that explicit proof of it to which
he is entitled.”
———__++
New Course in English.
A new course in English has just
been started by Professor T R. Louns-
bury. The subject is “Tennyson and
His Time: the Harly Period,” The
course is open to all members of the
Graduate department, who study any
branch of English. Notices of the
of the course have been sent out to
all graduates to whom it is open, and
about thirty have already joined.
—_——__~+¢—__—-
An Outsider’s View.
(N. H. Journal and Courier.)
Next to the negotiations for an arbi-
tration treaty between England and
the United States no public matter is
more important and interesting just
now than the proposed athletic treaty |
between Yale and Harvard. Thecourse
of the negotiations concerning this
treaty has been as careful and im-
pressive as could be desired. There
has been a@ very proper number of
“moves,” ‘‘come-ons,’’ ‘‘break-offs, ’
“renewals,” “intimations” and ‘‘propo-
sitions.” And after them all it is sadly
and cautiously reported that it is not
impossible that Yale will make athletic
arrangements without regard to Har-
vard. But while it is so reported it is
to be hoped that the resources of uni-
versity diplomacy are not exhausted.
Indeed, we hear, by private and secret
message, that they are not, that
things are not wholly what they seem,
and that it is not impossible that ne-
gotiations between the two great
ahietic powers may soon be in full
blast again. They ought to be and
they ought to be amicably concluded
sometime. There is no real reason
why Yale athletes and Harvard
athletes should not play with each
other in each other’s yard. It will be
pleasing and encouraging to soon read
about some more negotiations to this
end.
= dt Roe
7
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