The Cairo daily bulletin. (Cairo, Ill.) 1870-1872, 1871-04-01

White in tho chair. The attendance was
much larger than upon the first day. The
exercises were opened by prayer by W, ~
Grant. I'll ".
After singing,
"we come in childhood's Joyfulness,
| We come az children Free"
Miss Alice Simmonds, read her report as
critic. 1t severely criticised teachers for
mispronounciation of words. The report
was elegantly written and we'll received.
Miss Eliza Shields conducted an exer-
else in arithmetic. Her class manifested
remarkable promptness and correctness in
all their answers, to questions proponnded
by the instructor. Miss Shields Is an ex-
cellent teacher in arithmetic.
The chair suggested the following ques-
tions for discussion: ~
"Does the reporting system now 10 use
In our schools, promote in interesting the
pupil in his educational work" Mr..
English and others participated in the
discussion and tho question by unanimous
vote was answered in the Affirmative.
"Howshould:'pelling betaught' was dis
cussed after recess of ten minutes Miss
Frank Beebe conducted class exercise in
geography. She gave as lesson 10 the
class the map Of Europe. The class was
required to name, and locate all The Capes
upon the coast Of Europe, the different
bodies Of water islands, rivers and divi-
sion of country surface, people, cidcs,
governments and institutions. The class
manifested very thorough knowledge Of
Europe, boing able te give nsmesof even
minor towns. rivers, and clisrscter Of the
governments, and religion Of tho people.
Whom we pronouncs this exercise as in
teres,ing and highly profitable one bu, tx.
press the sentiment Of those present.
This interesting exercise was followedLy
discussion in which Mics Beebe's theory
was approved. .t...... .
An essay wa. next read by MISS. J.
Shields. 30
Upon motion Miss Shields wns asked
for copy of the essay for publication
20 which she kindly consented. and We
take pleasure in laying the valuable pro-
duction before our readers.
THE ESSAY.
1, may be expected that being u teacher
and talking 10 teachers Particularly
will talk about education, but on the con-
trsry I shall talk about our nstures as
given US, and that which prevents Us from
arriving at perfection ia the use Of the
means employed.
II Is difficult indeed to draw tho bounda.
ry limos between the domain Of our knowl-
edge and that Of our ignorance. IL would
kno wledee with the infinite Being, and IL
would be degrading ourselves 20 descend
to level with the brutes. |
We are neither angels nor beasts but
occupy sit were middle position. We
SEQ that man In his pride and arrogance
has searched into hidden things, brough,
IN light tho wonders u creation, picked
knowledge from tie astassy Ornament.
brought II up from the billowy deep, and
from the fiery recesses Of the bowels Of the
earth. Unlike the brutes Of the field, he
begins his education not where his fathers
began but whore they LEFT off, II would
seem from this, that 10 . long lapse Of time
he would arrive at period Of existance
in which knowledge had no limits, and
ignorance would be bsnished entirely
from the face Of the earth.
But what are the facts in the casef Arc
there no limits TO mans advancement or
Is II merely question OF timer
Does he not understand that the Infn- |
lite Is inexhaustible, and the greater |
his capacity for knowlcdge the |
the more there Is TO know1 II Is true we
find him advancing In knowledge pertain !
ing both 70 mind and matter; or, rather, |
we find, God, the Absolute, and unlimited,
constantly more fully revealing His attrib.
utes TO his creatures.
The limitations Of man arc fully Appar.
ent in both his spiritual and physical con.
stitution. $50
He has conception of space only, BY Oh.
tanning knowledge OF the attributes Of
body; and ofmind only ~ Il 10 clothed upon
with flesh depending upon the senses 40 its
medium. Weak alike u his puny arm to
battle with the raging fury Of the ele-
ments around him, and his finite mind TO
comprehend the systems OF systems Of
worlds above him. Limited within no
must turn to something without. Nature
is spread before him, to her no turns in or
der to solve the problem Of his own exis- !
tence. Design is manifested. aud that in |
an infinite degree, therefore there must |
have been . designer, one by whom the
plan was first conceived and subsequently
put into execution.
Thus much being gained, what are the
attributes Of that designer. These may !
in measure DO dcducsd from the works
but can the plan Of mans re-
demption be arrived at in the same man
der by his limited blunted faculties?
Can he know how creation in her first
beauty and lovellness devoid and Of evil, its
attendant trains OF blasting Influences, may
be restored. or can he point out any way by
which death with its mocking mystery
may be deprived Of its sting? To know
this he must DC conversant with the depth,
heighth and breadth Of his Creators un-
limited attributes. There glows in man
but n spark Of divinity, aud this needs the
touch Of the Unlimited One to leap into u
glowing flame. ..-...-
II Is true he is endowed with wonderful
faculties, but can he give to these the
wings of tho morning and pierce into the
most secret things?
Let him send out reason and eheet is re-