The New Orleans daily Democrat. [volume] (New Orleans, La.) 1877-1880, 1877-06-25

az on the broader field Of human activities. thai
the little things become the revealers OF &C.
cIet thoughts and characteristics. word
Of Intelligence a Thought breaking cut
OF the hidden springs of the mind
as bead of sir comes bubbling up from the
liquid depths; some simple, unprecedented act,
these are often Of more value, to the careful OBJ
| server, than the studied utterances or the WE'LL
prepared reetatipns OF the Classroom. They
| are like the little lines Of the spectrum, crossing
the bands OF color, and revealing to us, in their
silent eloquence. the composition OF distant
star, and the changes which are otherwise i'm
penetrable to our Investigation.
The real work Of your school life has been
| edrnesf. hearty, selfreliant work. Progress in
education-true mind and heart growth--has
been measured by the degree OF energy exer-
cised In overcoming difficulties, and In rightly
using all the means and opportunities Of i'm
provsment As real work, it has been STEADY.
persistent apd unremittiDg, from the beginning
to the present hour, as it will continue 10 be so
long as progress ia the law Of your existence
Ever, IL we are obedient TO The voice Of duty we
are brought face to face with sore form of obli-
cation. and we are made stronger by SUCCESS or
become weaker by yielding to our fears or indp-
lenoe. 1t is the story repeated over aud over
again, OF the man who lost his way in q wilder
dess, and came at last to 8 cavern. There he saw
many enchanted knights. clad in armor, but each
standing silent, motonless, their aseds as silent
and notionless by their sides Near the entrance
OF the cave. upon stone, were placed sword
and horn. The man must choose between The
two, II he would lead those soldiers. He
chose the horn, aud as The sound of
his call echoed through the chamber
both knights aud horses vanished in a
whirlwind, and the man was driven back 30 the
wilderness again. only to hear voice borne upon
the ru shiBg winds-that he was coward who
did not draw the sword before he blew the horn.
II may rot be womsns work to lead enchanted
armies, but few women. even in our day, may
hrtt tn l~sr L
shall test the patient endurance and fortitude of
her character.
self-relianoe. The power TO be and to do for
ones self. and for others, when there ia no
stronger arm upon which to lean and no ready
assistance upon which to call in the time Of trial
where can it's first lessons be better learned than
In the daily work OF the school room2 It is often
painful lesson. learned there, az elsewhere,
with tears and weary heart aches To struggle
against self when the natural disposition incl Bes
10 ease rather than TO activity, and to despond-
ENJOY rather than to hope; to plant the will upon
strong purpose when every instinct shrpks
from strife. and only asks for some safe rstreat
In which to nestle from the storm: to rise supe.
rior TO ali these depressing influences under the
pressure OF an iron hand, what is more common
and more painful in human experience
We see it all around u.s. We bstold IL in the
life OF many feeble, timid, shrinking, decately
reared woman. smtten by some sudden reverse
from the height of prosperity, aud, in her ex-
tremily, thrown upon her osn snergies for the
support Of herself and others, yet bearing her
burden with quiet strength ami with serene
courage which is true beroisn,, IL human actions
ever become heroic
The sohool-room is jamsrIy called NINA
ture world. here are displayed those traits of
character which, upon q broader field deter-
mine individual career, and blend into the varied
shades OF common humanity. There, emotions
attract and repsl, desires and effort alternate
with possession. while liberty and restraint
coordinate as means of common peace and
general goo1. There. as in maturer life honest
purpose, hearty work, selfreliant streng h sur
mount ditftoulties aud ensure suepess until the
problems OF the school room become the 40 u.
alities OF home and society, and are merged into
the noblest duties Of life aud the hopes and
fears OF an eternal destiny.
Once again. The real work of tho school
room room has been disciplinary and not
bnsl its results preparatory and not
II has dealt with facts and theo-
ries ~ the means, not as the end Of eduost,on.
knowledge busies itself in q Thousand different
ways, and its combinations are like the shifting
scenes OF the kaleldOsCope-at times odd. Rrp-
tesque, filling the behoder with wonder at the
novelty OF It's relations; again, radiant with
beauty, and auripg with It's sweet encbsnt-
ments. Facts, hard. dry. and, in their isolated
existence. dull and uninviting. are formed into
congratulations upon which great principles
plant themselves in impregDable strength. 30
rude br1cR and mortar may be shaped into the
strong tower or the graceful mausoleum. 80 the
hard granite hidden beneath tho surface Of the
earth becomes the foundation OF some noble edi-
ice dedicated to tho triumphs Of civilization or
to the holy rites OF religion. The
uses its ideas and conceptions ~
the mechanic uses his tools and the materials Of
bis trade With skiilful shaping and moulding
INTO form he builds the strong yet graceful
bridge over which are whifled the massive trains
aden With human lives and with the wealth Of |
fruitful fields. With the same tools and new |
arrangement Of similar materials, and there rises
from the ground tie peaceful cottage or
The moro stately villa, booeath whose
roof abide the comforts sud |
sudearmeDts of social lie. Knowledge offers ,ts |
aid and it's treasures to all conditions Of fe II |
guides the dimpled fingers Of the child as ii |
spells out lts first lessons in the primer; it offers
10 the more robust scholar, bronzed with the
midday sun. gaius and possessions richer than
the wealth OF Ofmus o. the fno.' Even when |
,he mist gathers upon tine senses of age. and the |
energies are released under the pressure of |
nany years, it has lessons Of comfort, Of sympa-
by, OF bright hopes and glorious realities in the |
ifs to come. 1t is preparation always-ever
beyond, for which the present is pro- |
patton sud discipline. Memory, re asop, jndg
neDt, conscience, all the faculties OF tho mind, |
Ill the powers Of the soul are strengthened bv !
'rerclse, to tho end that they may ~, with |
greater freedom and more effective force, in |
working out the great problem Of human life |
endowed with powers capable of ndefolte growth |
sDd entrusted with solemn responsibilities.
II your school life? What the moanin, Of so |
ntny years Of preparation, 80 much careful. |
discipline?
Are all the means OF education exhausted Just |
Is the faculties OF the mind have begun to put |
orth their strength and enjoy large opportuni-
les of culture?
Is it the end of discipline to tread daintily
ipon the sciences, using them as stepping stones |
~ which to ford the shallow stream which sepa-
ates childhood from the beautiful land Of the |
hereafter with its eoodly prospects, and it's cmly
eveaied enchantmspts2
10 not that the rue preparatory work which
lolds up scme grand objective aim, to be wrought
ut through long and p.tlent labor, wherein the
ctivlties Of the mind, and the charities of the
leart shall blend their colors to make the light
It q beautiful life rich in blessings and hallowed
With noole trusts
Then, when exercise shall become spontaneitv
nd culture shall bloom Tito fruition, discipline
'ecomes restful in the possession of an ear aest |
ruthfuI, expanding soul. Then, in the heat and
urden OF the struggle which all- in some shape
s the commoa heritage Of all, inner life will
ave worked outward in the clear outlines of a |
ymWe rical character. Then, and not till then.
nay be seen how much preparation and discip.