Oregon Republican. [volume] (Dallas, Or.) 1870-1872, 1870-03-26
How Beecher Got his Eye Teeth Cut.

NKoW DGcchef 1Ot thIS aye A6eth Guts
1 had no londness for mathematics,
yet became proficient in its eIemen-
tary branches, in my school days under
the teachings of w. Z. n Fitzgerald,
which in full, is William Pitt Nelson
Fitzgerald. When Professor Davies,
of West Point, was travelling in Cans
ada, he was served by an hostler's boy,
and in putting some questions to him,
he proved so sharp at figures that the
Professor took him along as servant.
He was waiter and boy of all work.
But he developed such gifts aud graces
that he was put to his books, aud be-
came a cadet, and stood second to none,
until an unfortunate Christmas soiree
delivered him from the thrall of West
Point, and sent him to finish his career
in the great academy of the world. |
found him, in 1927, teaching mathe-
matics at Mount Pleasant Classical In-
stitute, Amherst, Mass He taught
me to conquer in studying. There is a
very hour in which young nature, tug
ging, discouraged and weary with books,
rises with the consciousness of victo-
.rious power into mastorhood. Forever
after he knows that he can learn any,
thing if he pleases. 1t is distinct
intellectual conversion"
| first went to the blackboard, uncer.
Itain, soft, full of whimpering
'That lesson must be learned" he
said, in very quiet tone, but with a
terrible intensity, and with the certain>
tty of fate. And explanations and ex-
,cuses he trod under foot with utter
scornfullness. Il want that problem !;
| don't want and reasons why | don't
get it,"
II did study it two hours
''That's nothing to me-I want the
lesson. You need not study it at all,
or you may study it ten hours-just to
suit yourself | want the lesson. I'm
derwood, go to the blackboard"
"Oh, yes, but Underwood got some
BODY to show him his lesson"
'.Wnat do | care how you get it !?
That's your business. But you must
have it,"
1t was tough for a green boy, but it
seasoned him. In less than month |
had the most intense sense of intellect
ual independence and courage to de-
fend my reeitations.
In the midst of lesson, his cold
and calm voice would fall upon me in
the midst of demonstration-'.N !"
hesitated, stop ed, and then went
back to the beginning; and on reach
ing the same spot again-"No" ut
tered with the tone of perfect conyic-
ton, barred my progress.
"The next" and | sat down in red
confusion. He, too, was stopped with
"No!" but he went right on, finished,
and, as he sat down, was rewarded with
"Very WE'LL"
"Why," whipered I, ~ recited it
just as he did, and you said No"
"Why didn't you say yes and stick
to it? 1t is not enough to know your
lesson. You must know that you know
it! You have learned nothing till you
are sure. IF all the world says no,
your business is to say yes, and prove
it."
The foregoing contains lesson we'll
worthy of study and consideration by
all who are engaged in the instruction
of the youth. A mere parrot like reel
tation of the lesson given to be learned
S too often accepted by the teacher in
lieu of thorough knowledge and un-
derstanding of it by the pupil. Such
surface learning will always prove q
stumbling. block to the advancement Of
the scholar, and will create habit Of
superficial thought fatal to the full dc.
velopment of his mental powers Al
the writer says, "It is not enough tC
know your lesson. You must know
that you know it, This knowledge
can only be attained by thoroughnes,
on the part alike of teacher aud pupil
and it will depend upon the teacher
whether or not the pupil shall ac'
quire that thoroughness, so essential in
the acquisition CT knowledge and the
formation of we'll educated mind