Omaha daily bee., 1903-06-05
COMPLETE SCHOOL COURSE
Fifty Eight Graduates Step Out Of Council
Bluffs High School
EXERCISES DRAW A CROWDED HOUSE

DIR. Edwin sparks Delivers an
Interesting Address on the
Limitations of Learn.
ing.
Fifty-eight young men and women, hav-
ing completed the prescribed course in the
public schools OF Council Bluffs, received
their diplomas at the conclusion of the
commencement exercises held in the audi
torium Of the high school last evening.
These exercises marked the climax of a
week Of festivities incident to the gradua-
tion Of the class. The seating capacity Of
the auditorium proved insufficient to ac-
commodate all who wished TO attend
The class consists of thirty-ive young
women and twenty-three young men, all
Of whom have finished the work Of the
school as follows:
Classical Course-Ruth Barstow. Tom
Burke, Fred B. Chernigs, Olive Alzina
son, Sadie NJ. Grosvenor, Alfred p. Hanch-
Homer Misn99 J; MaynaTd. Hattie enNL n
nam. Edith A. Shepard, Alga Mellta Smith,
Harry L SNYDER, Lulu May Wise.
with, Ada Brandels, Gertrude Henshaw.
Dana r. Hanford, Nellie G. Mabie CIeoreia.
Mitchell, Roy Mitchell. Hattie NJ Murphy
Charles G. Scott, Arminius Van order,
Carleton H. Woodward, Marguerite B.
German Scientific Course-Mabel Louise
Anderson, Josephine A. Bixby, Edith Fran
ces Brock, Letha L. Butler. Olive B. Casey
J. Hammerer, Phoebe Helen, Judson. Della
Pauline Metcalf. Nina Hortense Meyers
Raymond c. Mathis, Blanche Patterson
oh I C,,ra NJ.
F. Warner.
English Scientific Course-Morgan g.
Cutler, Lauretta L. Evers, Albert NJ. Trey
business Course--Charles Duncan Camp
pearo BEL. Chariey c. Lazy aGIy, James Horace
son. Roy /. Rasmussen. Lottie P. Smith
Program of Exercises.
The program of exercises was carried
out as follows:
IIroeeessl9nal-"Pilsrim's Inose sion Chorus" 80;
Invocation. Rev. George Edward Walk
Vocal solo 80; Miss Lucille Porterield
Lecture-"The Limitations of Learn
ing" Dr. Edwin Sparks Of Chicago
Waltz Song tfrom 'Faust'D. ........
Presentation Of Diplomas. '.'i.'ia a'ine CiaSS
Bmmet Tlney member of the
Class song ..................Gr graduating Class
Benedlction ................Rev. w j. Calfee
The lecture by DR.. Edwin Sparks on
THE Limitations of Learning" was replete
with common sense and wholesome advice
to the graduates. DR.. Sparks said in part:
Standing on the battlefield of Gettysbure
ana thinking OF the dead buried there
Abraham Lincoln said THE world will
little know nor long remember what we
say here, but 1t can never forget what they
did here one might without offense par.
allel this and say of these young people
that the world viii not long remember any.
UTn mo J. .--n-s A
the world can never be uninfluenced bS
what they have done nor by what they will
40. However humble may be the task
that each Is called upon to perform, it
cannot fail to have some influence "An
are are needed by each one; nothing is fair or
We have so long been accustomed in
commencement addresses to hear praised
the value of educati ton, to have set forth
American public is making today for the
cause OF education, that I shall ask your
consideration for the negative side in en-
oeayoring to determine what limitations are
placed upon education when defined by a
course of study.
The years which these young people have
spent In completing the prescribed course
OF study. is OF little avail If it has not
taught them the great lesson Of service.
TO learn to obey Implicitly, to serve the
task, however humble II may be. are prin-
ciples which cannot be inculcated by the
rule rule OF, Of three or by p7rsing the most com.
to the most pernicious trait In American
life of today should unhesltatingly say
itH, me unwillingness w to serve. Young men hes
having taken them, fret and slight their
work because someone else occupies
higher or more desirable position. Young
women rush into employment or into mat
rimony with equal lack of preparation and
end inevitably in failure in each. The
from our vocabulary. we need to have il
restored; each to acknowledge that he is a
servant to the work. appointed for him.
g servant TO his brother servant to his
fellows and servant to the state.
Again, from the course of study these
graduates will have missed the essential
principle IL they have not learned the gos-
pei OF toil-of persistent constant and never
ending toll Unfortunately the fact that
the school curriculum has Limitation. that
lessons are OF definite length gives the
pupil too often an idea that the tasks in
life are OF so many pages or OF so many
a young man taking a position asks him
self, What must ] do2' instead OF What
can do?" In the one case he seeks a
definite task and imagines his duty to his
employer done II he performs this day by
day In the other case he asks himself
how he can make himself more valuable to
his employer.
Cannot Teach Common sense.
The useful education should be many
sided. It ought to reflect possibilities on
every side of IL. No course of study can
give a man common sense. II education
makes a man afraid of soiling his hands,
Of engaging In useful work because II is
| beneath his dignity. If 1t makes him hold
| himself aloof from his fellows, II IL makes
[ him selfish arrogant or impractical, II was
/ because these tendencies we're inbred and
| education cannot correct them. The owls
| feathers of wisdom cannot hide the long
| ears Of the ass beneath.
| Nor can learning make a man honest
/ Some Of the greatest criminals have beeS
| educated men, and, therefore, more dan
| gerous. Inheritance and home training can
| not be counteracted by the best teachers
! that ever blessed a class room. We expect
too much Of the schools II we demand that
they make the world honest. In truth
during the twelve years which a child will
! pass In going through the public schools
! he is under the teachers Just one-ninth OF
the time. For every hour In the school,
room he passes eight hours at home or or
the streets.
! Education does not make sure that its
possessOr will be able 10 Judge men. Lead
/ ers are born, not made. But education
( should make its pOsseSsor bright enough
10 choose between leaders. The educated
man sometimes looks with contempt upoT
the ward politician. But the ward boss II
! far superior to the scholar as a leader
| Otherwise he would not be boss Hon
esty In the abstract never did any good
| A man may be honest and yet be a fool
Learning IN the abstract never accom-
nlished anything. Only when learning anS
! honesty meet In vigorous manly, self
sacrificing man will any betterment result
Cunningham Makes an Oner.
r. NJ. Cunningham, the tax ferret, and MI
attorney, E f. sluss Of Indianapolis, hat