Year: 1879

the same time. To do this, a tube
should be attached TO the side Of the
school building in such way as to
open into the school room near the
ceiling, and have its opening for the
reception Of pure air on the outside,
near the base of the building If no
other means are near at hand, hole
or two bored in the floor will allow the
gas to escape by the natural pressure
of the warm air downward, as it accu-
mulates. It would be better, however,
TO have these exits for the carbonic
acid gas to communicate with heated
air flue, which would create draft
and thus carry the gas off When it


is not possible TO have any arrange
ment of this kind, the same result may
be accomplished by raising the lower
sash Of window, placing board un-
der IL in such way as To exnlnda tho
cold air. This creates tube between
the two pieces Of sash whore they over.
lap, and allows the puro air to enter
without permitting the warm air to
escape. 1t is good plan also, to open
the door now and then for moment,
while the classes are changing, and by
this means let the carbonic acid gas
escape. The door, however, should
not remain open long enough to chill
the pupils and cause them TO take cold.


Mamie Irwin, of Burnside, sang solo
entitled, awe Should Love Each 9th.
er More"


The question for debate" Resolued,
That the end Of education should be
the harmonious development of all the
powers rather than the special training
Of any Of its faculties was called up.
W. A. Ambrose, on the affirmative,
said that a knowledge of chronology
is necessary for the intelligent discus
sion OF this question. The development
of the subordinate faculties render the
predominant more efficient Predomi-
nant faculties do not always show
their strength without some general
culture. Henry Ward Beecher did not
manifest his great talent until after
years of preaching The under-train.
ing OF the impulsive faculties makes
man fanatical Of the reasoning facul-
ties, makes HIM atheistic.


The question was further discussed
on the negative by Matt Savage, of
Burnside, and on the affirmative by


Frank G. Harris, after which w. O..


Pentz, of Lawrence, on the negative,
said Is the end of education a col
lege course, or does it end with a mans
life We say that it is impossible for
q mans education to end with college
course. From this point, mans
mind must either advance or recede,
and we find that it grows larger


Hence, the college or seminary does
not end the education. Now, if this
be true, what would the end if we
were TO develop all the faculties equal
lly ? The consequence would be that
our people would all become of one


mind, and society would stand still.


Every person has talent for one par.
ticular thing, and if the Great Creator
has made this speciality, why not fol
low that particular bent of the mind 2
/ Now we claim that adnoata means N
load out Now, if this be the case,


what can prepare the mind better to


be lead out than thorough four-years'
course in a good college? ? If man


wants to be farmer can he be q car
penter, blacksmith, or shoemaker ?


We answer, mo- and every intelligent
person will say the same. Can good


lawyer be doctor of medicine, q pro


fessor in college, or naturalist? Nol


He must follow one profession, and put
all his time to that, or he will be O


failure Could Daniel Webster have


taught school and served as Congress


man at the same time ? You will, OF


course, answer no at once. Then you
will all see how foolish it would be to


cultivate all the faculties equally. How


did Clay become one of the greatest


statesmen OF his age ? How did Cal.


houn find that Observation-Disclosures and


eloquence that distinguished him
Why, sir they cultivated their minds


in that direction. How did Beechei
+ become the greatest preacher in the


World ? Why, he cultivated that
great talent which God gave him tC
proclaim His word. They say that
following one bent of the mind makes
men bigoted and narrow. minded. W.
suppose 1t would have such an cileo'


upon such narrow-minded men as they
are, or any fickle.headed man. But
on truly noble minded men, it would
have no such effect. They say we dc


not want men who follow one faculty
These are just men that we do want
, Where would have been the branch o.
Geometry if some man had not studied
ont the different laws of that branch
Where would our great Ncwtoniar
, thcorey have been had not Newtor
made ,this a special study2 Wher
, would the power of steam been iounC
out had not the inventor of the steam
engine made that q special study


Where would have been our telegraph
had not Professor Morse made that {


special study for yearsY Where would


have been steam navigation had moi
Robert Fulton made it a special study
Now, we see that We want men who
follow one bent of the mind. Could
the World do without them 2 We say
no. What are men who try to follow
everything 2 Why, they are perfec


failures ! Did not A. Y. Stewart max'
bookkeeping a special study, and die
he not succeed You answer yes.
am surprised that men who are follow


ing one bent of the mind men, wht
pretend TO be personsof good judgment


men, who are trying to train the mint


of the young, and are so tickle as e
say the end Of education should be th'
, harmonious development Of all th,
! powers Of the mind, rather than Thu


special training Of any Of its faculties
The Institute then sang, Dare Il
, do Right The Superintendent hav
, ing requested Prof. Barlow to entertain
, the Institute with readings, the Lecture


was omitted The Professor read I
prose extract upon the Twenty.thirt
!, Psalm, "The Sohoolmaster's Guest,
4 and several other selections. b. c


Yonngman gave instruction upoi
/. t"Grammar Analysis" A. II. Reat
!, addressed the Institute upon Eduoa
4 ton an Element in Civilization" Prof.
I Ia. Ii. Young, Of the State Norma


School at Indiana, Pa, addressed th
. Institute upon Language Culture.
= Institute adjourned.


!. THURSDAY FORENOON SESSION.


Institute convened at 81 o'clock, an
: was opened with prayer by W. A
y Ambrose. Mamie Irwin read the sot