New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1883-06-28
DIR. STORRSS ADDRESS.

DIR. Storrs's grafton at Union College, which
win be found complete on another page OF this
issue, ia q masterpiece of academic exhortation.
The public addresses of this scholarly divine
are always remarkable for capacity Of express
sion. elevation of thought and exquisite literary
finish, and this is one of the best he has ever
written. His subject suited him, being at once
ethical and academic, athe beauty and power
of thorough manliness in the instructed Amer
lean scholar This sovereign manliness, or
arcyalty in the spirit" he analysed as contain
ing two constituent elements first, courage in
the sense Of strength of heart and infiexible
firmness Of will and, secondly, moral energy,
with its TRANSFERRING force, without which
scholarship will be either ornamental or super
fiuous. Referring at the outset to the late Dr.
Washburn as q good type of maniness in the
scholar, he separated these two qualities with
keen discernment and unerring analytical
touch. and when he had considered them ab-
stractiy and illustrated their essential charac.
teristics he combined them in an enlightened
and inspiring scholarship, @springing from the
simpulse of immortal convictions by which
Gpower is consecrated. life made exultant,
ainfuence crowned" 1t is a noble address, in
MIGRATING alike to mind and morals and it may
be proftably studied, not ouly by the college
graduates of the year. but by any one possessing
scholarly tastes and an efficient conscience.
This keynote Of thorough manliness cannot
be sounded too often in our public schools and
colleges Many teachers consider their duty
done when they convert boys into studying
machines. They know of no other test OF sue
cess than the mechanical efficiency OF thu
pupils in mastering new studies and training
their memories Hero are the elements OF
knowledge aud there are the boys, and il the
facts can be put inside the boys, the result,
they think, must prove satisfactory. So long as
the boys are taught to apply themselves 10
their studies, and are enabled to acquire work.
ing habits, the teacher ordinarily considers
himself fairly successful. But if there be one
thing above all else that should be intelligently
brought out and systematically trained, it IL
the essential manhood in the boys character.
It is the most sensitive thing in that character,
and it requires the wisest education and the
most tender and solicitous care There Is an
innate sense of personal honor In the boy which
can be developed under judicious management
into that robust manhood OF which DR.. Storrs
has spoken, and the teacher who only succeeds
in discovering mental traits and In promoting
habits of readiness and efficiency, neglects
what is most important in his work at is not
necessary" said willy diplomat, 81 that an
educated man should remember anything he
has once learned. 1t is enough if he has once
alearned it and then forgotten it," The mass
of what is learned at school or college is speed
lily forgotten. In the course of few years the
stock OF positive information that has been
laboriously acquired is depleted. What there is
lett is vague and inaccurate and is recalled
doabtfuly and only after long hesitation.
But the character of the man remains substan-
TALLY what it became under the formative
processes of early education. The manliness
must underlie the scholarship, or tho scholar
ship will be barren "reminiscences.