River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1896-06-25
Graduating Exercises at the State
Normal School.

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event of considerable importance.
| There are numerous reasons for this.
Its exercises are of degree OF literary
excellence to draw people who are but
remotely interested in the school
itself. 1t appeals to the sentiment
In the community, very strong one,
which concerns itself with educa-
tional Advancement, both local and
general, aud which is always on the
alert and well to the front when
things of progress and education are
presented to the public. 1t draws
into its confines all those family and
personal interests which help to swell
attendance, such as desire TO see the
young people of the family in con-
spicuous place, to learn how well they
acquit themselves under the trying
ordeal of graduation, and to rejoice
with them over the success which
almost invariably attends the efforts
of the young men and women who are
permitted to appear upon the plat
form at the Normal graduating
exercises.
The exercises of the Glass of 80,
held at Normal Chapel Thursday
forenoon, June Is, were in every way
fully up to the maximum OF excellent
performances heard there each year
at Commencement time. Where all
the performances are so worthy of
commentator as were these it would
be unwise to indulge in any inyidious
Determinations, by attempting to
determine to whom belongs the palm
of excellence. The papers were
thoughtfully prepared, and evidently
| expressed, so far as such brief produc-
| tions can express, the honest and un-
biased sentiment of the young people
who prepared them, and to say that
| they contained some statements
which greater age and experience of
life would hardly warrant them in
making is TO pay them compliment
| of the highest character as it points
| to the conclusion that the graduates
were expressing their own convictions
| in much greater degree than is
usual with exercises of this kind.
In fact the most delightful part of
| the whole performance was the
| evident sincerity which breathed in
every line of the six papers. Another
| feature of excellence was the natural
1 and foroihla p,annar I'm which the
| theses were delivered, it being a
common comment at the close that
every student could be easily heard.
This circumstance added to the
agreeableness of the occasion in a
marked degree, for too often people
leave the room after graduating exer-
cises are concluded under the convic-
| tion that the exercises were good
because they were allowed to be
presented, there being no other basis
for Judgment.
Unlike previous occasions all the
theses were pedagogical, two of them
being on the same subject, though
not bearing the same title, merely
accidental circum stance, as there was
no mutual consultation as to topics.
The exercises OF reading the papers
were interspersed by music in every
way creditable, while the Presidents
remarks on the presentation of the
Diplomas were characterized by his
usual force and felicity of expression.
We give below brief synopsis Of
each paper. Following the synopses
is the program of Commencement
Day in full.
Science and Literary Thought mt The Grades.
WILLIAM f. LUsK.
Science thought is resultant from
and dependent upon observation.
Literary thought comes in the inter-
probation of language. Language, in
the process of requirement, is allied
TO science. 1t becomes related to
literary thought when used as an
, instrument in conveying and acquir-
ing thought.
Science must be the first work. 1t
must form the basis in learning the
language and In gaining knowledge
| through literature. Literary thought
must increase as the pupil advances
through the grades. The complex
| thought which will not come from
experience must be gained through
literature. The training from
literary thought results largely in
| culture and refinement; that from
science thought in practical power
| and knowledge. Science thought is
necessary both for training and as a
basis for the following literature.
Literary thought is necessary to COM
| plete the science training.
Uses of Obstacles.
MARY sTAPLEToN.
From childhood to manhood
obstacles are abundant and their use
fulness is proportional to their
| abundance.
A few of the many obstacles which
beset the child's path, during his
journey through life, were cited. Each
| onoUdoic sciNOu az q " 20 VI SAO"o
| class in which the obstacle met with
varied as the individual experience.
They were shown to be universal in
time and place and also necessary,
| even indispensable.
Some obstacles are surmountaOle,
but there are Others equally mum erous
and necessary, resulting from the
workings of nature, which may be