The Minneapolis journal. [volume] (Minneapolis, Minn.) 1888-1939, 1905-05-22
Questions.
"Vision Of Sir Launfap'-Prelude

list g mind as he begins the melodyq
Second-Compare, the fourth line
with the first line of stanza I of Brown
ing's "Abt Vogler.'
fhird-What serves to render the
musician g theme more distinct and
clear2 .
Fourth-Explain the metaphor in the
seventh and eighth lines
Fifth-What connection has the
stanza with the rest Of the poems
Sixth-Would the conclusion that
Lowell had no conception Of his theme
when he began to write be correct7
Give reasons. --4q .,sT e.. p.
-seventh---Why. is this musical figure
So d. III.
First Compare first and second lines
with ninth line Of W ordsworth poem.
tuted for splendorsq . p .
zThird-Explain# figures in fourth line.
and Xxx: (b5 Locate CO Carefully eiHfG Mount unit
Sinai. -. .sr.,.'s,. . ~ - 8,
Fifth-What clause in third line ex-
plains why 1--WE know it mott?
Of What tS on Sg Mind does taS
st. John, vii, II. '..' o..
First What figures are found in this
| Second-From what are our, lives
TALENT LIZ" ~. .
Third-To what are our lives traitor9
Fourth-Look- up all points on Dru-
Ffth--Why does Lowell represent
the Druid woods as :uttering to bene-
dicite rather than the winds
Sixth-With what are the weakness
and selishness Of mankind contrasted2
In addition to the above questions,
a large number Of lines Of the poem
were to be committed to memory and
recited as part of the lesson.
was not aware that the average
students in the high school-frst-y year
Students, too-should be considered
sufficiently advanced to be able to
make comparisons between Browning
and other poets. Truly this is an ad
that our children-remembering the
tears they have shed over these and
similar: lessons, may never appreciate
t he beauties Of some of the gems of
the English language9
l Consider the above questions as a
course Of study, for boy or girl whose
parents are making every effort tos get
} them as good an education as possible
It is certainly not very encouraging, is
it7 The present school system is re-
Esponsible for broken health and many
Iearly deaths amongst our school chill
} dren. It is useless for parents to enter
protests individually, but something
might be accomplished by organized eff
, fort. Possibly the school board might
= be induced to try their own course Of
study for term. A more sensible anc
practical course would be speedily ar
ranged, I imagine-that is if any Of
them were in a suitable physical o.
mental condition to attend to it. MANY
! Of the lessons are better suited to tn,
, first year in the university than higl
: school. S
The evil effects of "crammingv ar
: far worse than a harmless "fad.D TIL
: latter wastes the valuable time of teach
! er and pupils, that should be used for
= better purpose. The examining process
: is a positive injury and far-reaching i
:, T. it's effects.
. With over-study and fear Of failur
= ever before the pupil, the whole schot
). work is burden instead Of pleasur.
il and the worst Of it is, our children ar
:. not being educated in the best sense
I. the word.
= Parents must see to it If change fc
). the better is made. Remember tn
grammar and other textbooks that on
poor children have to struggle with.
a Martha G. Ripley, MD.
g May 20.