The Wichita daily eagle., 1897-12-30
ghe auha zaily Eae ghursday ouiug neeember so
| RENO IS THEIRS
CONTINUED from First Page)

here: Expression and impression ar
cO-relative. The best means whereby Il
bring about impression is to promote
and Insist upon expression. Full and
accurate expression Is the one and only
test, to my mind, OF definite impression
do not believe that man knows clearly
who cannot express clearly For teach
ers ana pupils. the statemnes: .T know
but cannot TELL" IS false.
"Ft,lcw teachers, Ghank you for your
attention. The subject is one OF facinat-
| irg interest, and 1 have opened to your
| view Sut the list page of what is TO
rae tr=asru "a volune of thought. Much
mas been left unsaid. / am conscious.
too. that the subject needs master
/ Eand. Suc1 is not mine; and were my
| tongue even as the pen OF ready writ
| er. time would fail me. 1 thank you"
AMENT ON THE PROFESSION"
Prof. ]. E. Ament, president OF the
Northwestern Normal OF Alva, read a
charming paper On Teaching as a Pro-
fession,' which was afterwards dis
cussed by E. L. Cralle of Norman. Miss
Alice V. Beitman Of Oklahoma City. F.
E Goodwin OF Woodward and Prof. J.
F. House, kingisher.
The counterpart Of the subject OF
this pGper never arises for discussion
before clerical. legal, or a medical
council. This is true because these pro-
fesslons are old and settled. while teach
ing is very new profession
From it's birth, humanity found tt
self prey to those malignant spirits
that modern science collectively calls
olsease; hence, the physician early
emerged. and differentiated himself from
mis- fellows. Man is by instinct a social
ccing, and from earliest times has lived
under conventional regulations that
must rest upon some form of constitut-
ed authority, between whom an. the
masses a mediator is required; hence.
the lawyer. The race in its attempt 10
solve the problem Of The universe. postu-
lates a creative and controlling energy
back of the phenomena OF pature-a
universal self with which the individual
self must be identified through recon-
Citation; and hence the necessity for
third mediator. And the priest comes
down &c Us through the ages.
For centuries. all knowledge seemed
conserved for this trinity of professions.
Medicine, law, and theology were the
centers in which and through which
learning had its being. The nascent uni.
versities are outlined against the dawn
Of the twelfth century. But they were
called into being by the three learned
professions. and for their Own more sDa-
citic development. The boldest o, dream
ers did not dream Of learning as a uni
vcrsal god and necessity. 1t is true
that education was luxury some times
affected by the rich. Why should TIE
masses require it? The Institutions of
the world seemed set UP ard their ma
cnirery put in motion for all time. Ec-
cleciastical and feudal despotism. coup
led with the caste system, parceiled out
the children Of men, with an iron hand.
into static groups. Government was in
the fIards Of few. who had fair mas
terry Of all its principles save one. Men
yet had to learn-and is il not possible
TINT in some relations they yet have 10
learn that just government derives Hs
authority from the consent of the gov
principle that was maternal to the Re-
naissance. the glimmer of whose mora
ing star lights the pages of the early
history Of the fifteenth century, 10 burst
in glorious effulgence upon the history
that IS writing today. While il is true
ts1at the monasteries OF old had given a
kindly shelter 10 the learning of Greece
and Rome, it IS none the less true that
the Common mind had slumbsrei
through long, dark night 1t is said
that nature aohors a vacuum, and 50
does history. Il is with tinid foot tlac
she enters those gured' Ia the express
f0n of another, by the smiling and fer
tile uplands beyond. There are 10
mountsin solftudes. no desert siIences.
no ecroless caverns heavy with the [
star,5ss night, that 50 oppress the free I
and awakening spiFit as a period ard a
people in which the regenerating inffu- /
ence OF progressive ideas is not plainly !
discernible'
at is. tfen, with a feeling oc RELIEF 1
that We turn to contemplate the re /
vivai of learning IN the fifteenth cen /
tury. The wonderful sixteenth century
witnessed the energizing Of principles |
;hat transformed word, bringing ssica !
progress to the race as had not been
paraheled in all the weary ages Of the l
past. Our souls are enchanted "a his /
tory unfolds her wonderful panorama os I
geOgra phical discoveries ard disclsSes
the glorious vision Of Columbus present.
ing two continents 20 poverty stricken
world We behold her triumphs % arch
itecure and painting, and are amazed az
sne points 10 the vision Of Angelo rais-
ing the proud dome Of ST. Peters, and
are enhanced rs s1e draws aside the |
curtain from Rap14ei's incorporate
picture OF the Transhguration. We are
awed at her astronomical revelations
and stand with uncovered heads before
CALLED with his feeble lsnse. revealing
10 an increiulous brotherhood the cTeS-
,ent Venus against against a western
sky. We are enrapturc5 IN the pre=snce
u her marvebous literary activity. and |
-rout with Csrvantes as ne deals the
ieath blow u tae alr,iqustei and ssn.l-
mental caivslry of the dark ages. while
~ BOW in reverence before the vision
y Shakespeare writing hls inapDr1aca-
a5le dramas. ana Bacon bending over
lis instaIration % infusion We are
hriIei as sae unEpi9s ne achievements
n religious ani political liberty. snd a2-
)lsui az TIE wasted glory ~ the Iavln-
,ioie Armada; We zpp,ag5e "a Heu-y
y afixss MS siSnst 10 TIE E1l-t %
Nantes; We spp.su1 a. william ~
;.lau; strikes t1s final blox IN bgaalf q
Io,Isni's inds9en1eace: bus we cls-1
IL nraEarfI- karls an e--L .. -.