The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1895-05-11

aThe Aesthetic I'm Grecisn and Modern
Education"
Miss Mamie s. Innes spoke OF the
aesthetic in Grecian as compared with
art periods OF European history was
that Of Greece In the age Of Pericles.
Probably no other nation but Greece
ever felt In the same simple instructive
way that the true. the beautiful ana
the good are one. The sense of SYM
metry and proportion, of order and
moderated energy was constitutional
with the Greeks: and we find II embod-
led In their architecture. illustrated In
their sculpture and in the very soul OF
their poetry. We find IL in their daily
life and Institutions. In their games,
and even in their systems OF philo-
sophy. II we in our day wish to get
the best out OF Grecian culture. we
should not neglect the more specific
forms of aesthetic study. and no one
can doubt the wisdom of introducing
some of this training into a child's
school life. In order to bring about
the love for the beautiful. two things
are necessary. This love varies in DIFF
ferent persons In proportion as they
are surrounded from childhood upward
by beautiful objects. and as they are
taught or teach themselves consciously
to compare the effects OF combination,
symmetry and contrast.
~The kindergarten is taking early
steps In this direction. 1t seeks to un-
fold the sense OF beauty. harmony ana
order. A room more or less attractive,
with quantities of pictures and objects
OF interest, growing plants. vases OF
flowers and plenty OF light, sunshine
and fresh air is provided. All OF this
beauty, delicacy. symmetry. grace and
color. while 1t develops the aestheticaI
side Of the child's nature. also develops
to a certain extent the childs moral
nature. The children are given an OPP
portunity for combining their tastes In
arranging colors and their skill In us
ing lines and curves. They Will at nrst
perhaps be content with drawing lines.
but soon they will try to form some
thing with the lines. and after while
draw pictures Of objects in the ROOM
Another way in which the love or
the beautiful may be cultured In our
schools is by means of physical cul-
ture."
"Psychology-Its Value to the Teacher"
Was the subject OF Miss Cassie I-airds
essay. She gave the following excel
lent advice to teachers: "The teacher
should labor to cultivate the faith OF
his pupils. The trust of childhood
should be developed into the faith or
the philosopher. Pupils should be led
to see that all science begins and ends
with faith; that the chain of every
logical lnQuCIlOn OF utuuCtiOn mans
upon the apriori truth; that beyond the
known stretches the great unknown;
that the Hottest attachments OF the In
tellect are but mountain peaks, from
which, with the eye of reason we may
catch glimpses of the land OF glory be-
yond. The love element of patriotism
should be kindled on the heart affairs
of youth so that II may burn with YES
tai constancy, in manhood and age,
because this is the element that binds
the soul to honor and duty. Apart from
love strife to develop the principles OF
faith and obedience. And then the
teacher can say as Brooks has wisely
said, That such a culture will not only
secure the approval of the wisest and
best among mankind, but / believe In
the day when the great Master makes
his awards that the brightest wreath
will be placed upon the brow of him
who has done the most for the spirit
ual culture of his race.
aThe Alexandrian University" l'ss d
Miss Katie Lynch gave an exhaust
i've account Of this great seat of learn
ing, which showed careful study ana
research. She said:
THE Alexandria university was
grand state institution founded at
Alexandria. 1t became celebrated as a
museum. To 1t, as to a center. philo-
sophers from all parts OF the world
| COnNeTkeQ. II lH Sdlu lildl At Oht tAitAC
not less than $4,000 students were as
sembled there. Alexandria. in confir-
nation of the prophetic foresight OF
the great soldier who founded IL,
quickly became an immense metropolis,
Astounding in mercantile and manufac-
turing activity. AS. is ever the case
with such cities, it's higher classes were
prodigai and dissipated; its lower
classes only to be held in restraint by
armed force It's public amusements
were, as might be expected, theatrical
shows, music and horse racing. In the
solitude of such a crowd anyone could
| find a retreat The Alexandrian mu-
scum soon assumed the character OF a
university. In IL those great libraries
were collected, the pride and boast of
antiquity. Demetrius Phalareus was
instructed to collect all the writings In
! the world. So powerfully great were
the exertions of himself and his sue
cessors by the government that two
immense libraries were procured. They
contained 900 volumes. In this lit
erary and scientific retreat philosoph-
ers spent their time either in mental
culture by study or mutual improve
ment by debates. The king himself
conferred appointments TO these posi-
tons; In later times the Roman empire
succeeded to the patronage, the gov
eminent thereby binding in golden
chains intellect that might otherwise
prove troublesome. At first. in honor
of the ancient religion. the presidency
of the establishment was committed
to an Egyptian priest. but In the
course of time that policy was aband-
oned. IL must not be imagined that
| the duties of the inmates were limited
to reading and rhetorical display. A
| for more practical character was Inn
parted to them. A botanical garden.
| in connection with the museum. af-
| forded an opportunity TO those who
were interested in the study OF the ma
| ture of plants. A geological menagerie
| Afforded like facilities to those who
were interested in animals.
The university was, In truth, an at
| tempt at the organization OF human
knowledge, both for its development
and its diffusion. IL was conceived and
executed in a practical manner worthy
OF Alexander. And though in the night
through which Europe has been pass
| ing-a night full Of dreams and delu-
| sions. men have not entertained a right