The times., 1897-11-14
\ Natter for Rejoicing.

Snw that vaiious candidates are telling
of their hair breadth escapes. and the coun-
try is settled Down a little, it may he
interesting to recount hair -hreadth -
cape y hich Congress itself has had from
a Docticsi meuiher from Pennsylvania.
The gentleman who wanted the seat Of
Congressman Ermehtrout is a poet. Prof.
Brunncr is his name, and writing his goca-
ton, Reading county his dwelling place, and
Lis poetry heats creation. He read
specimen OF it before the Berks Teachers
Institute, and il was an hour and half
long long enough to make any Western
community feel that il had just cause to
shoot him. I'iof. Brunner may not ap-
preciate his rnercies III living in civilized
community, but just let him read that poem
in Denver, or Bone GuIch, Idaho, and he
VIII lie VIII, to the tune of a I4caliber
revolver, and ia a few seconds he VIII be
too dead TO appreciate anything. The
perusal OF selected specimens Of that poem
makes this conclusion absolutely sure.
The verses are in the classic and choppy
meter 70 lie found chiefly in school readers
and obituary columns of country news
papers-tl-tunl Reconsideration ti-tum,
ti-tum- IL -tumity. II is more like the
sound OF an old-fashioned churn dasher
working up and down on a Saturday
afternoon than anything else, perhaps. 1t
is safer 20 compare it to almost anything
rather Ulian poetry. This is the way the
thing begins:
My fellow teachers, ] am here,
And gladly do / greet you;
II is with ardent, heartfelt JOY
And gladness that greet you.
Observe Mr.. Brunner's pralseworthy
economy OF rhymes Also of ideas. In
fact. tie ideas seem to be as carefully
hidden ss an oyster in a church fair stew.
The poet, not wishing to give too great
shock TO his hearers by unmasking ideas
all at once, goes on 10 describe the scenery
of the region in dozen stanzas or 50, and
INFORMS them of fact which they might
not otherwise k1ow; that they've
Come down from the valley of
The famous TulpehUcken.
Follows a personal description OF the
teachers, their habitat and species. I'm
agine poet with this proclivity let loose
in Congressi Imagination staggers In
trying 70 picture the scene-as If imagina-
ton he'd been out with the bows We
hurry on:
You're here 10 get the best,
further VOLT DrOfpSSinn-
lf you do not already have
The thing in your possession.
What thing? The profession? The first line
is beautifully succinct and up to date, out
the oti efsare Browningesque. The poet than
goes On to give good advice, aud INDUCES
in sorne beautifully candid remarks as To
the history Of the profession. These re-
marks must be read TO be appreciated
They must be taken whole. Therefore, it il,
| best TO quote them:
do believe in institutes,
VIII visit and defend them,
And Just as long as | shall live
/ purpose To attend them.
do not come to criticise
an essay or address:
come because / love to see
You all enjoy success.
! know the time when very few
or those employed TO teach
Could stand before an audience
And make decent speech.
But since the time alluded TO
A change has taken pIace.
The teachers now speak 1luently,
With dignity and grace.
They have more education and
A loftier ambition;
Their essays are fine Specimens
or style and composition.
And thus by hard and daily toll
And constant lucubratiuI,
They have prepared themselves 80 we'll
To follow their vocation.
Pref. Brnnner himself appears to be u
survival OF that early Eocene period alluded