The Savannah morning news. (Savannah, Ga.) 1900-current, 1900-07-13
OFFICERS ELECTED.
Continued from First Page.

negie and Mr. Clews both think young
men are better without a college educa-
ton If he intends to be business man.
Many hrst-clnss business men tell the
boy TO 90 to work instead of schools. A
Greek maxim says Teach the boy what
the man needs. Farragut Hannibal.
Alexander Napoleon Carnegie. Wanna
maker Gould Rockefeller were trained
from boyhood for their work. Our great
tnauciers are not college men. Indi-
rectly college education affects everybody.
Herbert Spcnccs tells us that the function
of education is to prepare for complete
living OF he boys who enter college,
one-haif 80 back TO the farm, one-fourth
go into bus ness. These boys are not
offered preparation for complete living.
This Is the nge of the business man and
he must be educated for his work
The second question is, Should this
higher commercial education be given in
our colleges and universities in preference
to special schools? If the course is to be
planned and taught by classical or scien-
ttic professors. it will be a farce II IL
Is planned by educational business men
and taught by specialists it will be @
great success. Farmers and business men
support both state and private colleges
they have a right to demand business
educations for their sons. Commercial
course must be added to college TO keep
women from outnumbering the men In
colleges. Large expense can be saved by
letting commercial students attend some
classes already in the colleges and use
the college Libraries aud apparatus Both
classical and commercial students will be
broader and better for this association"
hratz on Child study.
Those interested in child study heard
paper on that subject by II. E. Kratz
of Sioux City. Ia
Mr. II. e. Kratz said in part:
The chief purpose of this paper is to
present a simple investigation. made in
one of our high school classes in Eng
fish in regard to the sensations and emo
tons aroused by music. and to point out
its advantages as an exercise in Eng
lish- 1t WAS hoped that such aI4 if4vesti-
cation would tend to lead the students
into deeper appreciation of that which
was best in music. TO cultivate in them
love for the beautiful, 90 enrich their
emotional life, 20 develop the habit of in
trospection, and thus reveal to themselves
their inner life. and in consequence help
to mould and shape right charater
THE students were instructed to listen
to the playing of three selections on the
piano, the titles Of which were not given
them, make notes Of each selection as to
what they would regard an appropriate
title. its general character. what II sug-
gested and what feelings or emotions II
aroused. Later. they were to write out,
as an English exercise. their Impressions
The selections played were "The Alpine
Storm" by Kunke,; Cradle Song" by
Heller, and the Harlequin" by Chami-
made. These. as the title indicates, are
widely different in character and present
fFalr
THE Harlequin were most clearly set
forth, as sixty out of the seventy-one
correctly interpreted IT, "The Cradle
Song" was most difficult to interpret. be-
cause the ideas the author intended to
convey were not well marked. To
mediate, TO muse to be soothed. to hear
lullaby, is 20 open the heart to many
varying emotions.
THE papers disclosed generally that
the girls possessed maturer views of mus
ical matters. understood their inner selves
better. Disseminated more closely In
their attempts to portray their feelings
than the boys.
They were also asked to describe their
sensa tons when listening to music Their
replies indicate very wide range of feel
ings, sensations and emotions aroused.
Some wanted to dance, while others felt
nervous. Some felt their muscles witch
ing, while others were in a happy mood
Some were thrilled by patriotic music
and were eager to do some great deed
while others wanted to run a race, etc
Forty-one stated that they found Il diff
cult to express their impressions aroused
by The music While the emotions are
expressed with difficulty, and we often
say that they are too deep for words yet
II we more frequently came face to face
with our inner selves. If we cultivated a
closer acquaintance with these emotions
we would be better able TO clothe our
emotions with words. and also accom-
plsh that which is of much greater value,
shape our own character more intelli-
gently"