The Redwood gazette. [volume] (Redwood Falls, Minn.) 1873-1940, 1880-12-02
Redwood Academy.

As i HOnODA L, DEOt
Redwood Academy.
i The time is approaching when there
will be given to the public report of this
institution for the first term of its exist
ence. Should this report be glorious in
It's encouragement. no small amount 0f
compliment would accrue to the citizens
of Redwood Falls for seconding this
much-needed enterprise.
As the case now stands, however, what:
ever foothold has been gained Is due not
50 much to home patronage. or home en-
coursgement, as to the persisteney Of
those engaged In the enterprise, and the
practical encouragement from surround
ing neighborho0ds. II is very true that a
taste for such things must first he begot-
ten. Yet what better method is there for
producing this taste than by establishing
IN institution right in the midst of the
pared for the seed. We recognize that
all institutions Of civilization. of educa-
tion, of refinement, precede this taste.
But what is the report in regard to Red
wood as q community? That it is very
intelligent, sociable, and possesses no
small amount of culture. That is what
we like to have said of US. That is what
we ourselves asserted in our first circular.
Without retracting one jot from such a
compliment, we would define this iDtelli
gencc, sociahility aud culture as individ-
ual. and not organic. We are as it were
in 4 stupor, or as man freezing to death,
who says, Let me alone; I'm doing well
enough. Yet the man is none the less u
man for so speaking, and is in none the
less freezing condition. Our intelli-
gencc, sociability and culture Is like the
sugar in the cane. 1t needs organizing.
1t is there, but only in the sap. Do not
understand us to say that all the people
all. At this point long and mournful
deep gorge, strikes our auricular tympan-
um-p-o.r-e r.t-y. The Significance of this
word is enhanced by experience. Its oft
repetition has made the word familiar
Poverty, hard times and the weather.
batting few weeks past. when politics
was the theme-in these parts furnish the
only vigorous subject for an half.hour's
conversation. Poverty, perhaps. is a very
wicked thing. But it need not make us
immoral. 1t need not keep us in ignor-
ance. It need not cause US to be improvi-
dent of generations to come. If we look
at other peoples; and read few pages Of
history, the fact will dawn upon our Wis
ion that our material condition is not
worse, nay, by far not so bad as that of
other people who were more intelligent,
more enterpriSing. more moral. more reli-
giOus. We will cite three of the poorest
countries in the world, also three of the
weaithiest. and see if we do not discover
the law that education is in an inverse
ratio TO natural resources. On the one
hand we have Holland, Switzerland, New
England; ON the other Spain, Turkey,
Mexico. In the first case. we must under
stand that Holland was actually h3llow
Mni. and so jealous was Old Ocean Of his
possession, that the population were
called on once and again literally Ito take
arms against a sea Of trouble" Add to
this natural disadvantage the social dis
advantage of being condemned to be
hung and burned as a Etioa, besides be-
ing taxed to the amount Of ten per cent
and over during the government of such
monster as the Duke of Alva; and the
many hardships through which the inhab-
itants were made to pass in order to gain
their freedom and carry on a system of
national freedom. The series of obstacles
overcome in Switzerland aud New Eng
land IN order TO gain high standard Of
intelligence. confirms the proposition that
education is begOtten not of wealth but
of struggling penury Spain, Mexico and
Turkey, with all their wheat and all their
gold, are only upon the ragged edge of
civilization. Let us not then plead pov
erty as an excuse of zeal in matters of
schools. society or the church. The tritc-
ness of the remark makes it exceedingly
vulgar -prOcuI, pr0cW, D! profani.
1t has been remarked that were we to
organize an institution for the education
of the wrong end-commonly called dane
ing schoOl-we could soon establish an.
other bank. This might be verified in
some places. We doubt whether it could
be in Redwood. just SO soon as the peo-
pie understand that patronizing the Acad.
emy-where the system of hourly recita-
tiOns prevails-iS cheaper and with eff
cicnt Instructors more profitable, we need
no tmake many pleas in behalf Of the in
stitution.
We are not in opposition to the public
schools, but supplemental. For the latter
you pay your taxes. and give your son or
daughter all their time. To the Academy
you pay ten dollars for three months, and
your son or daughter gives three hours a
day. a f-f
If a young man or woman. by working
in the day time. studying in the evening
and morning -sudposing health to be nor
mal-cannot earn ten dollars aud board,
they will probably fall to pieces before
the lime comes.
The following schedule, though simple,
shows how time may be economical:
Sleep. 8 hours (nOne but infants whose
brains arc very soft. and those who un-
usually exert themselves, require more);
study, 6 hours; meals, 2 hours; etc,
hours; work, hours.
Six hours per day work ought to earn
board and tuition.
Without wishing to speak in carping
manner or pite0us tone. We would ask
the people, Can you afford to neglect in
teresting yourselves in that which. if
properly conducted. will attract an intel
ligcnt class of people, and prove \ great
privilege to your successors?
Winter term begins January 4. 1881
ends March ~.
1t you wish preparatory drill in the
ply, or anything else; in music, instru-
mental and vocal; in penmanship and
bookkeeping. you will find it all in RED.
WOOD ACADEMY
Ayers Hair Vigor, as its name implies.
invigorates and strengthens the hair. 1,
not only restores the original color to
gray or faded hair. but by its stimulating