Chapter I (5)

While the horses were being changed, one of the insiders, I need not say it was a woman, thrust her head outside of the window, and addressed the young person perched like a bird upon the highest seat. Her voice was soft and persuasive. “Miss!” “Madam!” “I’m so afraid you find it too cold up there. Sha’n’t I change places with you?” The little one gave her voice a droll inflection as she briskly replied: “Oh, dear, no, thank you; I’m very comfortable indeed.” “But,” urged the other, “you don’t look strong; indeed, dear, you don’t. Aren’t you very, _very_ tired, sitting so long without any support to your back?” “Thanks, no; my spine is the strongest part of me.” “But,” still persisted the inside, changing her voice to a loud whisper, “to be sitting alone with all those men!” “They mind their business, and I mind mine,” said the little one reddening; “besides,” she quickly added, “you proposed changing places, I believe!” “Oh!” returned the other, with an accent impossible to convey in words, “if you like it.” “I tell you what, ma’am,” snapped the one in possession, “I’ve been all over Europe alone, and was never once insulted except by persons of my own sex.”—_From Drake’s “Heart of the White Mountains.”_

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EVERY MAN HAS HIS PRICE.—It is a curious trait in human nature, that each individual places the highest value on himself; treats the world as if it were only in existence on his account, looks upon himself as if he were the central point round which all things turn—and that yet, in spite of this universal self-appreciation, so many persons make themselves the slaves of others, or of some insignificant desire of their own. This contradiction in the human mind, this inordinate pride of men in combination with ignorance of their own true value, this insatiable self-seeking in connection with so contemptible a depreciation of themselves, is so common that we are only astonished that thoughtful persons, perceiving it in others, are not thereby led to discover it in themselves.… Every man has a price at which he sells himself. What is thy price? Hast thou ever weighed what thou art really worth? Go into thy chamber and devote some moments of earnest thought to an examination of thyself, and try to discover for what earthly good thou wouldst be likely to give thyself away. Look no farther back than the last year; pass in review thy secret thoughts and silent wishes even of the last few weeks only! Ah! a short while will no doubt suffice to show thee thy weak points, which, had they been assailed by any tempter, would soon have revealed to thee at what price thou wouldst have sold thy goodness, thy Christian principles, thy heaven on earth, thy eternal prospects. Thou shudderest? Thou wouldst rather not look into thyself? But if thou valuest thy goodness, thy Christian principles, thy heaven on earth, thy eternal prospects, ah, shrink not from this self-investigation?—_From Zschokke’s “Meditations on Life, Death, and Eternity.”_

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ADVICE TO AN INEXPERIENCED TEACHER OF HISTORY.—But the method of teaching history must be determined in the main by the object aimed at. If the object is to deposit in the mind the greatest number possible of historical facts, there is perhaps no better way than to confine the instruction to drill upon the contents of a manual by question and answer, with frequent examinations in writing. Such a method would probably be effective in two ways; it would give learners positive knowledge, or the semblance of it, and it would pretty certainly make them hate history. I do not hesitate to say that the ultimate purpose of school instruction should be to incite an interest in history, and to create a love for historical reading.

A word may be here most conveniently said on the subject of chronology. A few dates should be well fixed in the memory; they should be carefully selected by the teacher, and some explanation given of their significance. But “a few,” you will say, is a little indefinite. Of course, opinions will differ as to the number of indispensable dates in any history, though there might be a general assent to the principle of requiring the pupil to commit as few as possible. Of the two hundred and fifty dates given in “Smith’s Smaller History of Greece,” I insist on fifteen, and I think the number might be reduced to ten. But if learners are properly taught, they will, of course, be able to determine a great many dates approximately.

Remembering that you must make history interesting, to that end use all available means to produce vivid impressions. This is a trite remark, but it will bear repeating. Casts, models, coins, photographs, relief maps, may not be at your command, but maps of some sort you must have. Historical instruction, without the constant accompaniment of geography, has no solid foundation—“is all in the air.”—_From “Methods of Teaching History.”_[AK]

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THE COMING OF LUTHER.—The events of the sixteenth century have been too often regarded as constituting a break in history. But to the eye of thought reviewing the course of history, the continuity remains unbroken. Luther was but the child of the ages preceding; the Protestant revolution was the natural and orderly sequence of a long course of preparation. It was indispensable indeed for a time that men should regard the Reformation as breaking with the past, in order that they might estimate more deeply the meaning of the truth which had been revealed to them, and secure its firmer establishment. In the turmoil of an age of transition it is not always given to the leaders to discern the route by which they have been led. Luther entered upon the inheritance of Wycliffe and of Huss, and still further was he indebted to the spirit of German mysticism. But his greatness was also peculiarly his own. He was not so much a theologian as a man who afforded in his own rich nature, unveiled so completely before his age, the materials for theology. His life was a type of humanity for his own and succeeding ages. He lived through the religious experience of the Mediæval dispensation before he came to his knowledge of a higher birthright. Viewed from the standpoint of a formal theology, he is full of inconsistencies and contradictions, and even dangerous errors. But regarded simply as a man, with his rich endowment of human instincts and yearnings, to which he gave the freest, most unguarded expression, he was in himself a revelation of the human consciousness in its freshness and simplicity, with which a complete theology must come to terms. It is because the explosive utterances of his vigorous, tumultuous nature have been weighed as if they were carefully formed, dogmatic statements, that Luther has been so often misunderstood by Protestant as well as by Roman Catholic writers.—_From Allen’s “Continuity of Christian Thought.”_[AL]

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NATURAL RESOURCES OF IRELAND.—Ireland is a much richer country by nature than is generally supposed. In fact, she has not yet been properly explored. There is copper ore in Wicklow, Waterford, and Cork. The Leitrim iron ores are famous for their riches; and there is good ironstone in Kilkenny, as well as in Ulster. The Connaught ores are mixed with coal beds. Kaolin, porcelain clay, and coarser clay abound; but it is only at Belluk that it has been employed in the pottery manufacture. But the sea about Ireland is still less explored than the land. All around the Atlantic’s seaboard of the Irish coast are shoals of herring and mackerel, which might be food for man, but at present are only consumed by the multitudes of sea birds which follow them.—_From Smiles’s “Men of Invention and Industry.”_

FOOTNOTES

[AK] The Pedagogical Library. Edited by G. Stanley Hall. Vol I. Methods of Teaching History. Second Edition. Boston: Ginn, Heath & Co. 1885.

[AL] The Continuity of Christian Thought. By Alexander V. G. Allen. Boston: Houghton, Mifflin & Co. 1884. Price $2.00.

SPECIAL NOTES.

We have been asked the meaning of the term the “geography of the heavens.” Professor Hiram Matteson, in his excellent little treatise entitled “The geography of the heavens,” makes in his preface the following explanatory remarks: “I have endeavored to teach the geography of the heavens in nearly the same manner as we teach the geography of the earth. What that does in regard to the history, situation, extent, population, and principal cities of the several kingdoms of the earth, I have done in regard to the constellations; and I am persuaded that a knowledge of the one may be as easily obtained as of the other. The systems are similar. It is only necessary to change the terms in one to render them applicable to the other. For this reason I have yielded to the preference of the publisher in calling this work ‘Geography of the Heavens,’ instead of _Uranography_, or some other name more etymologically apposite.”

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It will be noticed from Chancellor Vincent’s article on “The Chautauqua School of Liberal Arts,” found in this impression of THE CHAUTAUQUAN, that the Sunday-school Normal department of Chautauqua will hereafter be known as “The American Church Sunday-school Normal Course.”

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Messrs. L. Prang & Co. have begun to send out valentines of as much beauty and artistic merit as their Christmas and Easter cards. Those of the present season have been of rare beauty—the coloring of many of them is exquisite.

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The following, clipped from the text-book of the Chautauqua Musical Reading Union noticed in THE CHAUTAUQUAN for February, will be of interest to many of our music-loving readers:

The aim is not so much to give technical instruction in the science, as to invite the wider outlook which is so important in real musical culture. No person receives any pecuniary benefit from this organization, but the labor is freely given in the hope of benefiting others. The books required will be furnished from the Boston office at a discount from the retail prices, or they may be ordered through any local bookseller. Local circles may be formed in cities, towns, or small villages, greatly to the advantage of all who thus associate themselves. Scarcely anything can be conceived that will yield more delightful entertainment, together with improvement of mind and heart, than such a local circle as may be formed in connection with the C. M. R. C. All who are really in earnest about the improvement of the musical taste of the community in which they live, should exert every effort to bring about such an organization. For plans and information as to how these circles may be made successful, address the director, who will gladly furnish suggestions, and will send list of prices at which the required books will be furnished. _Please enclose stamp for reply._ A fee of fifty cents will be required to defray the expense of registration, correspondence, etc., which amount, with the name and postoffice address _plainly written_ (including county and state), should be forwarded at once, directed to W. F. Sherwin, Director C. M. R. C., New England Conservatory, Boston, Mass. Certificates will be given for each course, and a diploma upon the completion of the four. A “round-table” will be held (_à la_ C. L. S. C.) each year during the Chautauqua Assembly. For price list of books and any other information, address as above.

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The following special course in physiology is announced:

Wonders of the Human Body. A. Le Pileur. $1.25.
Physiology for Practical Use. James Kinton. $2.15.
Mental Physiology. W. B. Carpenter. $3.00
The Foundation of Death. Axel Gustafson. $2.00.

ERRATA

In list of C. L. S. C. graduates which appeared in THE CHAUTAUQUAN for February:

Pettit, Harriet L., California, instead of _Pennsylvania_.
Arann, the Rev. J. M., not _Araun_.
Hon, George V., not _How_.
Hoerner, George P., not _Hoemer_.

NAMES TO BE ADDED

To the list of graduates in the class of 1884:

Black, Jennie L. Pennsylvania.
Burgess, Miss Anna E. Ohio.
Carter, Anna B. California.
Carter, Emily B. California.
Chamberlin, Lydia L. Massachusetts.
Clark, Miss Annie Rhode Island.
Coleman, William H. Ohio.
Horsman, Mrs. George Wisconsin.
Holden, Mrs. Sarah K. Canada.
Jones, Mrs. E. J. Ohio.
Marsh, Miss Susanna Dakota.
Millar, Mrs. Lizzie L. S. Minnesota.
Safley, Agnes E. Minnesota.
Scott, Mrs. Lucie M. New York.
Walker, Ezra L. Ohio.
Weaver, the Rev. Wm. C. Pennsylvania.

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The following persons passed a creditable examination in the Advanced Normal Course of 1884 at Chautauqua:

Miss Fannie L. Armstrong, Hempstead, Texas.
Mrs. A. W. Briggs, Elma, Erie Co., N. Y.
Mr. O. W. Bowers, McLallen’s Corners, Pa.

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At Lakeside, Ohio, Assembly, the following passed an Advanced Normal examination:

Mrs. Abby A. Parish, Brooklyn Village, Ohio.

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Transcriber’s Notes:

Obvious punctuation errors repaired.

Page 316, “made” changed to “make” (all diligence to make their calling)

Page 316, “lotty” changed to “lofty” (such a lofty understanding)

Page 317, repeated “der” removed (the under side of the cabbage leaves)

Page 319, “entreés” changed to “entrées” (toothsome entrées)

Page 331, repeated “mon” removed (for common school purposes)

Page 341, “What is true of the processes of the is equally true of almost every other manual industry” changed to “What is true of the processes is equally true of almost every other manual industry”. The revised sentence at least makes some sort of sense, but it’s possible that words are in fact _missing_ from the original.

Page 348, repeated “of” removed (Yale College class of 1853)

Page 350, “invarible” changed to “invariable” (an invariable part of each evening’s work)

Page 367, “Calvanistic” changed to “Calvinistic” (The founder of Calvinistic Methodism.)

Page 368, “cuurse” changed to “course” (The first course of dishes)

Page 368, “on” changed to “in” to match article title (Home Studies in Chemistry)