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, 6zf;?: a is, of tions to evil surge up to the very citadel olmust before being engele isilik, and of social of his heart and he not feel a horror Dita nito anche vit have been com- which we in our best estate can but dimly jable to the suffering, inzolved in enter- imagine? Thrice they came upon him. ing into the expressabree of the sin which Once in that temptation in the wilderness, behande tout, God made him to vanquished by his memory of the Bible

What teaching of his childhood; once in that be sin tur is, vlou knew no sim.

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anguish might pass from him, and yet where to find the material to which he vanquished that prayer by the other prayer ought to have access. Literature is rich that he might be made strong to drink the in the testimony of men of genius to the cup which his Father gave to him; and vital suggestion which they received from once when that subtlest and most terrible their mothers during those sensitive and of all temptations came upon him, the formative years when the ideas which temptation to distrust his Father, and to are afterwards to be developed are sown believe that his God had forsaken him, as seeds in the mind, or pass through their almost yielded to for the moment, finally earlier stages of germination. conquered in the triumph cry, Father, A wise and thoroughly trained head of into thy hands I commit my spirit.

a school for girls said, not long ago, that Ought not Christ ti hare suffered these her chief difficulty was not with students things and to enter into his glory?

but with parents. Many parents are Why ought Christ to have suffered ?. obstacles in the way of the true education Because he could not take away sin from of their children. Instead of co-operating the world without entering into the sin of with teachers, they antagonize them; inthe world ; and he could not enter into stead of assisting in the difficult work, the sin of the world without a suffering in they throw obstacles in the way of that spirit, of which the scourge, the crown work. They are always questioning the of thorns, the nails, are but feeble and wisdom of the discipline, asking special imperfect symbols. The whole life of favors which involve interruption of study, Christ was a Passion; the whole life of and, consciously and unconsciously, in Christ was a Crucifixion.

many small ways hindering the work which the school is trying to do for the

child. The chief injury, however, which English in the Home many parents do to the school is in send

ing their children without that general It is not often that a book written training, that steady discipline, that influ1.urgely for teachers deals with a vital ence for refinement, which the school cansubject in so fresh and practical a way as not give, but upon which it must build. to make it of even more importance to The rawness and crudity of many children parents. This may be said, however, of who come out of well-to-do homes is amazMr. Percival Chubb's “ Teaching of Eng. ing. These children know almost nothing lish,” which bears the imprint of the of the things which in intelligent homes Macmillan Company, and is the work of are in the very atmosphere. They have an experienced teacher saturated with no fund of general intelligence; they are the literary spirit and an exponent of the untrained in manners, in speech, in voice, most genuine kind of culture.' The value and in mind; and the school has to do of Mr. Chubb's discussion is twofold: it for them, in a very limited time and under makes clear the prime importance of very difficult conditions, the work that familiarizing children from their earliest the home ought to have done under the years with the best literature, and it fur- best possible circumstances and with the nishes for each stage of development sug- fullest possible time. gestions with regard to the kind of books Dr. Nicholas Murray Butler, in an introwhich ought to be put in the hands of duction to this volume, brings out the a child. There are many fathers and relation of the child to the home and of mothers who are entirely unaware of the the school to the home in a single senimmense educational importance of the tence _" The one ruling maxim of English home. They do not understand that it is teaching ought to be: The child will not only the first school in point of time speak and write the sort of English that which the child attends, but it is to the he hears and reads.” It is in the home very end, in certain respects, the most that children acquire their use of lanimportant school. The best teacher a guage; it is in the home that proper boy of imagination and gifts can have is facilities for reading must be supplied a wise, sympathetic, and open-hearted them. Mr. Chubb does not exaggerate mother who understands his nature, know's when he says that on no other subject how to appeal to the best in him, and do the forces of the social environment, against which the school has to strive, to notice how limited are the vocabularies make themselves so continually felt as of many children of good material surthey do in English ; and if there be a roundings, and how constantly slang, single test of education which may be which is the evidence of poverty of speech, applied to all men and women, it is, as is substituted for the right and telling President Eliot some time ago pointed phrase or word. Everywhere—on railout, the free, correct, and individual use road trains, in city street-cars, on ferryof one's own language. The difficulty

poats—wherever men and women talk, with which the school has to contend lies one hears careless, inaccurate, and slovin the fact that this language is not enly speech; speech which not only lacks properly taught in the great majority of shading, refinement, individuality, but homes, and that it is often grossly, not to which betrays the most limited knowledge, say brutally, abused outside the home and an uneducated ear, and a wholly untrained the school in those general associations social sense. This vocal slovenliness the which all children form. It is quite schools are doing what they can to corimpossible to convey a sound feeling for rect; but it can never be thoroughly corlanguage and a right conscience about its rected until American fathers and mothers use to a child who never hears the lan- understand that they, and not the teachers guage properly spoken in his own home, in the schools, give children the language and who hears it constantly misused by they speak. The home in which good his associates and playmates outside. It English is spoken, by people whose voices ought to be understood, as Mr. Chubb are modulated, imparts the habit of good points out, that good speech is not merely English speech without any didactic a matter of education; it is a point of methods or any pedantic consciousness. social manners. “Why is it,” he asks, To this familiarity with good spoken “that the average English, German, or English in the home must be added familFrench child speaks and writes his native iarity with the best written English ; that tongue more correctly and pleasantly than is to say, with the best literature. Fathers the average American child ? The prin- and mothers of a good deal of intelligence cipal, though not the only, reason is to be are often at a loss to know what books to found, not in a better and more laborious place in the hands of their children at teaching of the school, but in a higher different stages in their development. It

standard of social manners. We lack is a matter of prime importance that that · linguistic conscience and linguistic pride development should not be unduly has

in this country. We do not attach to tened by the reading of books which at illiteracy the stigma that attaches to it one period of life develop morbid emotions, abroad—a stigma that money, dress, and at another period foster and give exostentation, cannot atone for.”

pression to the most wholesome feelings. This is a new country of immense ex- Mr. Chubb intelligently discriminates tent, and its people have been compelled between the kinds of literature which are to do an enormous amount of work in a

adapted to successive periods, and lays very short period of time. It would have down principles that

down principles that any intelligent been very unjust, up to this time, to hold father or mother can apply. He has renthis country to the standards of physical dered an important service, not only to order and neatness which rule in smaller the teachers of the country, but to the countries like England and Belgium ; but homes in which the Americans of the there is danger that slovenliness may future are being trained. become a national habit. Slovenliness is something more than a violation of good By the courtesy of Messrs. Charles Scribtaste; it is indifference to the best way ner's Sons, the publishers of “The Blue of doing things; it is a kind of easy-going Flower," and with the cordial consent of Dr. morality in matters of method; it involves

van Dyke, The Outlook is able this week to a low standard, and its influence upon who will walk a Mile with Me?" which

present its readers with the charming poem, children is in the last degree disastrous. prefaces the limited edition of “ The Blue Now, in nothing are Americans, as a

Flower,” and which is too tender and beautiwhole, more slovenly than in their use ful to be confined to the readers of a single of their own language. It is humiliating volume,

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Dr. Friedrich Delitzsch, whose lectures delivered before the German Court on the Babylonian origin of much of the religion of the Old Testament have called forth wide criticism, especially on the part of the German Emperor himself, is professor of Assyriology at the University of Berlin. Until recently the name Professor Delitzsch called to mind his father, Dr. Franz Delitzsch, who died in 1890, and who was distinctly a conservative in theology. The son, however, by utterances which in the German churches have been considered extremely radical, has gained a popular fame which the father never had. Dr. Friedrich Delitzsch's eminence as a scholar has been derived from his explorations in the territory which once was occupied by the great Babylonian Empire. There he has made notable discoveries, corresponding to those made by Professor Hilprecht, of the University of Pennsylvania. As the result of his archæological discoveries concerning the life of these ancient Babylonians, Dr. Delitzsch has formulated, concerning the Babylonian origin of religious conceptions of the Old Testament, conclusions which he regards as subversive of belief in revealed religion as commonly held. These conclusions regarding Biblical criticism are not, however, those of an expert; and they have been controverted by Biblical critics of the radical school. Unlike his theological opinions, his archæological discoveries have been of great value. By bringing to light records of the common life and of the political institutions of the ancient Babylonians, they have made the life of that ancient people seem very human to us, not to say almost modern. Dr. Delitzsch uses the English language Auently. American students in Germany have found him especially approachable. His interests are broad. He is far from being a recluse ; he is rather, as one of his American pupils has said, a citizen of the world.

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