Morning journal and courier., 1891-04-24
HILLHoUsE HIGH SCHOOL.
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HILLH0UsE HIGH SCHOOL.
 CONTINUED FROM SECOND PAGE. AND vALED1cToRY ADJ l
 DRESS BY MISS MAY BAuMAN. In the prosperous days of Rome the great emperor Augustus set up a golden milestone in his capital city, which from it's elevated position, cast it's bright gleams over the forum. Upon this were marked the names and distances of the different gates of the city, and from this milestone started the principal roads which branched out from the city gates in all directions through the empire. Along these roads were set up other milestones, all measur ing their distance from that one which marked Rome as the most important place and the center of the empire.
 In allusion to this Longfellow says: ,'E.ch mans chimney is his golden milestone; ss-.s Every distance
 In his farthess wanderings stii he sees it, N. Hears the talking flame, the answering night As he heard them
 When he sat with those who were, but are not" The milestones of human life are those events that influence and mark off the
 
 And 50 the general character of the peo- pie that make up our world determines what the milestones shall be and indicates what progress it has made.
 There were erected in the reign of Au- gustus other milestones which appeared brighter to the lovers of art and of litera ture than did that one in the forum to the Roman populace. The splendor of the art of that time is concisely described by Au- gustus' own words, that he "had found the city of brick and left it of marble" As the beauties of nature move us, SO, too, the works of man. All that is beautiful in art exerts it's silent influence upon us.
 "f man progresses, art must progress too." The literature of this time was the work of the best Roman writers, and is of great value as an example of the best and purest in that ancient tongue. The mile- stone was typical of the age. It was in deed golden age in wealth, literature and imperial power.
 But leaving these milestones of art and literature and passing over space of many centuries we come to an event which may well serve as milestone in the his tory of the world. We know the history of our early colonists. When opposed be- yond patriotic endurance they rose in the might of their courage and "ired the shot heard round the world" Tyranny was confronted, beaten, hurled back into the dark shades of it's own birth. Never in the history was grander achievements for never since has liberty lost the hold then acquired upon the soul. That ''shot, heard round the world" kindled the slumbering fires of pa triotism for all future time. The grand lesson taught was in the sublime result of invincible courage and determination when directed to the disenthralment of the human race. Then was laid the chief cornerstone of great republic, the real America; on that day was set up mile stone in the march of liberty which can never be removed, and which shall remain longer than bronze or gold.
 Following the flight of time for nearly another century we reach a milestone On the 27th of July, 1866, was achieved one of the grandest of human enterprises. From Valentia bay on the Irish coast there sailed unique and gigantic ship, with a burden in harmonious keeping with it's vast proportions, and precious indeed to those who had worked long and patiently for an ideal success Gradually was its burden laid deep in the ocean, and when the giant steamer reached the American coast the welcome news was spread throughout the land and the civilized world that the Atlantic cable was an accomplished fact. Two worlds were joined together and brought into constant communication. A milestone feat in the swift march of civilization around the globe! A fitting precursor to the triumphs of science in these later days. True it is that a faithful history of the world may be written from few of it's leading events. It is by such events that the history of the world is measured. Milestones in the march of power; milestones ir the prog ress of literature; milestones in the swift advance of liberty; milestones in the con- quests of science all indicating the tidal waves of thought in the past, and fore casting the possibilities of the future.
 To the superintendent of schools and gentlemen of the board of education repre- senting the citizens of New Haven, we, the class of '91, tender our thanks for the care you have taken to make our school what it is, and we assure you of our hearty appreciation of the advantages so lavishly bestowed upon us.
 Our principal and all teachers associated with you in the management and instruc- tion of this school, it is with deep grati- tude that we acknowledge the good work which you have done for us. We thank you for your increasing efforts in our be- half, and trust that they have not been spent in vain. We ask that you may ever cherish kind remembrance of the class of '91.
 Schoolmates of Hillhouse, accept our best wishes for your future success May another year bring to you who are about to take our places a successful accomplish ment of your work, and leave to you only pleasant memories of your school days.
 My classmates, this day we reach mile stone in our course; golden milestone if you will. Our ways, which have hitherto been one, no longer are the same; they branch forth in all directions. Whither | they lead we know not, for the vail of the future is before us. But whatever destiny from us is concealed may the golden re- memberance of the many happy days spent together shed it's bright gleams and yield g cheering influence over your lives. And now, classmates all,
 | Farewell, word that must be- and hath been; l A sound which makes us finger;
 | Yet farewell.
 THE ADVANTAGES OF CLASSICAL STUDY ESSAY BY B. J. HENDRICK.
 The question as to whether classical education is beneficial or not, which al- ways has been and always will be dis cussed, is one that entirely concerns the individual. Those who contend that the promiscuous instruction of our youth in the classics is indispensable to their wei fare, make as great mistake as those who would entirely banish Greece and Rome from our minds. Man is naturally narrow minded, and it is on this account that so large number object to classical study, and indeed to education generally Many see no pleasure nor advantage in the study, simply because they do not experi- ence the benefits which may be derived. One man derives profit and pleasure from one source, one from another; such things are purely matters of personal taste, and every one revolves in his own circle.
 But to him who perceives the advan- tages, and appreciates the beauty, the all most divine wisdom of the ancients, no study can afford more pleasure than that of the Greeks and Romans. When we talk of classical study, we do not mean simple knowledge of the Greek and Latin tongues, which almost