The Providence news. (Providence [R.I.]) 1891-1906, 1900-04-30


parent and the state. though they may
not appear easily reconcilaDie, are fair
! ly just and in reality khey do not con-
fiict with one another.
Now there is a fourth partnersin the
business of education. IL is nature.
The silent partner, who has no vote
In the matter apparently, but who
really has determined large part. II
| not the whole Of IL, i'm advance. ana
who really must fix and has fixed, what
! the line of that education must be-
| AT this point Prof Tyler spoke of the
period in a girls life from the age o.
| IL 10 H. "wnen.' he said. physical
| growth Is almost at a standstill and
| yet the girls mental development rs
urged on at a more rapid pace than be-
fore. Gladys, or more likely Gwendo-
| bin, must be fitted TO shine, socially; so
In addition TO other studies. French
| and German must come In along here.
| Is IL any wonder that so many OF our
| girls are nervous wrecks at the age of
| q? Three times as many girls die be-
tween 10 and 20 as between ~ and ls,
| and the same trebled death rate persists
I'm the boy between the ages of Is and
| FL. From IL to 15 would seem 10 be
! years in the life OF the boy or girl when
we should make every effort to increase
| the store OF reserve strength and vital
| ity to meet the approaching crisis. To
| select uheSe years 10 lengthen the les
| sons and crowd the examinations hard
ly seems To be the acme of wisdom"
Continuing, Prof. Tyler said Notice
that nature begins always with the
fundamental and essential organs and
then goes on to add TO these the ac-
cessory organs, retaining all the vigor
of the fundamental
IF man had been so unfortunate as
to have been formed in the neighbor-
hood OF Boston he would probably have
started with gigantic brain without
any stomach or any muscles 10 DO It's
bidding.
THE Oldest and most important or
gan of the body" said Prof. Tyler, '';snct
the brain. The oldest and most funda-
mental is the digestive organ and the
body is built upon IL.
When we find a man like Charles
Wesley writing hymn like this:
Come on. my partners in distress
My comrades in the Wilderness
something ails him. He knows just as
well as you and / do that we are not
partners In distress-or IL we are il
will be over I'm a very few minutes. His
liver or stomach is out of order, or
else he is overworked and does not
know whether he is a partner in dis
tress or not.
I'VE find that our complex system OF
muscles are the seat of strength. the
very different age. The trunk muscles
are exceedingly old: those OF shoulde-
and thigh much younger, while those
of the fingers and toes OF their present
form were the last TO develop. The
older muscles are fundamental: the
younger accessory. The fundamental
muscles are the seat of strength. the
accessory OF freedom, grace and pre-
cision.
Let us now see whether the same
general rule applies to the mind, that
here. also. the fundamental is the
fro Af ofts IL
the nervous system is TO insure that
every stimulus calls forth a suitable
response. and by stimulus we mean
anything which can affect any of our
senses; a sight. a sound, or a feeling.
THE great secret of a successful life
is to perceive the emergency and then
meet IL for life. as a
garnd series OF opportunities and
emergencies. Ii is not enough to have
quick perception, ready wit, keen
intellect, wide and thorough learning
The motor impulse which gives out
from the brain and calls forth the ac-
| ton OF the muscles is equally essential
| to a successful life.
THE brains OF many learned and in
telligent people are like sponges; they
absorb but they produce no outgoing
currents. hence no action.
THE most ancient and fundamental
OF Ine intellectual powers would seem
to be that by which we recognize truth,
duty right. These fundamental NOR
al convictions are the ccLstalized re-
suits of the experience of the race
through past ages. They are deeper
than logic, and ~lsed not on argument,
but on experience. and are rooted in
family and social life. and the child has
many strong and often clear con-
victions concerning fairness and
squareness; and feels very deeply con-
cerning them.
IF we can strengthen and develop
those germinal convictions, if we con-
| tinually respect and reverence them in
| the child, we can develop a man OF tre-
! mendous moral strength and efficiency.
| Take heed that ye despise not one of
| these little ones
IF our system of education can pro-
duce men Of strong digestion tough
muscles. sound nerves. ready and right
| action, warm hearts, deep feelings,
strong Wills, governed by unwavering
| convictions OF truth and right-if we
add to these the fundamental religious
conception Of direct responsibility to
God, shall we not have a strong race
which will uphold the glory of our
state?
Surely the times call for just such
strong men and women"
After paying a high tribute to the re-
sponsibilities and possibilities of teach
ers. Prof. Tyler closed as follows:
rs not our education too purely in
tellectual hence one-sided tending TO
the accessories Of learning and neglect
ing the grand fundamentals?
THE most powerful stimulus to the
development OF those fundamental DOW
ers is the contagion of a strong. sympa-
thetic personality and the estrongteacher
who loves and wins the love of her pu-
pills is injecting them with the grand
est and best that is in her. She should
never for an instant think that her ef-
forts are In vain. And IL we parents and
teachersl would be OF use I'm the world
we must cultivate these fundamental,
elemental and essential virtues and by
| living continually with the greatest
| lives OF present and past. gain admis-
sion TO the apostolic success ssion of great
souls"
Prof. Tyler's profound and learned
lecture was listened TO with most COM
plete attention, from the beginning to
the close and was interrupted with fire.
duent applause. especially when he re-
ferred TO the "cramming system" as en-
listing In the public schools OF our cities