The times. [volume] (Richmond, Va.) 1890-1903, 1891-02-01

the world Into her confidence. There are
} some scenes in this life too sacred to be
pictured, some sentiments too precious 10
be penned.
Doubtless Mrs. Browning sang Of this
, sweet experience as she sang Ot faith and
duty. because she believed the world would
be made the better by her song. There are
: many lives whose ideals have been height
ened by this picture. which. from her own
life and heart. she has thus so wildly
{ drawn.
But wi h all her frank confession with
which this poem abOunds. her womanil-
ness, which rests like diadem upon the
! brow Of her genius. has been marred by
} single sentiment. Indeed, there Is no sen,
tinent so Enthusiastically womanly' ana
withal so beautiful rs hers in this same
poem where she says:
Let the silence Of my womanhoOd
commend lay woman-loVe 20 their Doilei'
Space will not permit further review OF
the many other noble elements IN her ChaT-
acter. Her worldwide charity. her mysti-
} cal reyeries. her great concern tor Inc peo'
Pies liberties, the nations rights, All these
are expressed in her verse. only IN "lhe
Cry OF the Human" and my Heart and
DO we hear sentiments Of doubt and pessi-
Inism. These were but clouds which
served q better show the hopeful character
OF her other poems.
IL would be a pleasing task 10 note the
triumphs OF her poetic genius, aud the many
gems with which she has adorned our IAN
guage, but one more thought before we con-
clude.
Above all it would be source Of pro-
found interest to note the influence Of Rob
crt Browning upon her life. While many
have been wont % mark the dissimilarlty
If their Gifts 9nd traits. yet in the greater
clements Of character and aspiration there
! are found the sentiments Of one rc-echOed
and affirmed in the other. The bouyant
4 iaith, the sunny hope, the ail-emnracing
| charity. the romantic love, the mystical
reyeries OF Robert Browning though couched
in different phrase. are deiineated upon the
pages o. his pOet-wiic.
1t is true that Mrs. browning has said:
Unlike We are. unlike. Oh prncely heart!
! Unlike IN uses and our desfinics,
our ninisteling two angels look surprise
/ on one another. as they strike HthWatt
! lheir wings In passing.
! But this is only her poetic way Of paying
/ homage 10 his genius.
Theirs were indeed personalities too strong
/ and characteristic % lose Identity. but. !
touched 10y The same thoughts and sympa- |
thies, they moved Ou in ever increasing |
union. "like perfect music unto noble |
words That rincely heart never waVered /
in loyalty and tenderness for her, whom be |
describes as his "lyric love, half angel and |
half bird
OF such life As Mrs. Br0wning's il j. /
difficult % realize that the end has come, |
for still we hear the music Of her voice and |
feel the charm Of her presence. OF her We |
may well say, As she 50 beautifully said Of
another,
Albeit softly in oar ears her silver ng is
ringing.
The footballs 81 her parting soul softer tnan
her singing.
The tTeless energy which stimulated |
mind and heart is indeed az rest. bat the
spirit which animated her soul we still have
with us.
In from the gari-h day-from the strug-
gle for greed and gain-lr1m our own
thoughts, mixed perchanee with doubt and
sadness, We may turn 90 the sentiments of
this pure. helpful soul They come like the
fragrance ~ lOwefs-iike the breath Oi the
moning-like voice from the spirit land,
bidding Us BE strong b. b. NJ.
Routine Education.
Perhaps the worst feature of any routine
discipline is that it fails 90 take account OF
the vast differences which exist between in-
dNidual pupils. and treas whole class OF
students as d they all were cast In one
mould. 4 large part ot the evils of society !
arises from this practice of making rough
thar all who fall within each tegory are
alike. This way OF dealing with human
D. ings leads DO au our affairs to much
iuiustice-but nowhere d, 10 eO prciu-
dicial as in tine treatment of youth.
The fact Is clear that the apparent like
ness between men wlch is conveyed to
our SENSES by the shape Of their
bodies is very iIlusory. Within
his common envelope of rigid form We
ind minds which vary in am almost iucred-
ible degree. The biologist perceiycs in man
d siuguldrly inVariabie species; 100 form he
presents not 1.-THE OF tie variations under
the diverse conditions III society which ave
shown in the dOmesticated animals. but
wIen We consider bis emotional and intel
lectual nature, We observe in man greater
range i'm characteristics t1an is dscerniIie
in the structure # any order of animals.
lnus, the tests Of tie mathematical CXami- p
nations in the nlyers!ty Of Cambridge
show that the variety in this single
mental power is enormous Reckoning
the mathematical capacity OF tne ordinary
intelligent man az one Iu the scale, 10 is I
found That the abiest OF (say q thOusaudJ
youths is something like one hundred times J.
A. great. No similar test can De applied % /
the other mental capacities; but when we
consider The accomplishing az poets, 0ra-
tors, plilduthrOuist-. discovers and other /
path-breaking geniu-es, 10 seems Likely that 40
about the same range "a ability exists ion an i,
the powers of the mind. When we come % ,
understand the vast scope OF the variations
in the dormant, moral and intellectual abili-
tics OF youths We perceive the essential ID
folly Of our PrOcrusteau methods OF cul- ,
ture. For the task 0f educating or de- j.
yelOping this variety 0t latent abilities u
our ordinary methods are as no ass ifI
We gave the same training to eagles and @
hIres, and sought FOB bring them tO ltl
the rlme methods of li.u. We seq that %
the very hrst task OF the educator is 10 place a
himself in close and sympathetic contact
with the pupil. and thus % discover what o.
his nature oilers t0 culture. Ia- ncNt task :,
is % adopt measure, o. develop these offer in
lngs. In word, the business Of the true b
teacher D. like that oi the gardener who i, IA
dealing with hybiids, where the product oil
each seed is problem % bee studied at every =.
stage Of its development % bee f0stered hv u
all the resources in the way of soil and Dc
climate. which can Doe applied 10 10 through
all the resources Of art We know yefv
we'll what the measure OF his sue css would
be Al be- regarded these rare gifts OF nature -
10 tn farmer does bis crops. giving them NO
'ther care than the rude and general nur-
ure walch is due tO commercial products.
ct this Is substantially what j. done Ina Oh. -
work OF routine cducauJu.-N. S. shaler. I'M h'