The Baylor Quarterly. (Belton, Tex.), Vol. 1, No. 3, Ed. 1 Wednesday, February 1, 1888 Page: 2 of 8
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THE QUARTERLY.
OUB LEADER.
They tell us that we mast have a
leader. Ugh! What do we know
about a leader? ''Rather a lengthy
grave, dignified discussion of some
important current question." Yes,
we accept the definition. But that is
not the leader. If we had thought of
it in time we would have begged one
of our city editors or ambitious politi-
cians to do the thing up for us; but
it is too i at e.
Suppose we gather up some dots
we find on the fly leaf of our lecture
book. That's the idea. Hear the
•echoes from the President's den.
Here they come.
Would you adviso us to teach,
Doctor?
Yes, if you can make up your
mind to teach from right motives.
If you propose to take the care of
immortal souls just to make a little
money, or wear awiy two or three
years before capturing a husband, it
WDuld be better to learn millinery,
butter-making or gardening.
What is the greatest difficulty one
encounters in conducting a school
like Baylor?
The withholding c f contidense on
the part of some patrons and some
students. Men have full faith in
their physician and their lawyer; but
the teacher gets the Taitti of his patron"
«only in part.
Too often children govern the
borne and the consequence is a want
of sincerity on the part of the student
and imperfect training at the end of
school life.
There is no little quackery in the
profession. Irresponsible "Colleges"
are advertised, and drummers, male
and female, are sent to Texas to pro-
sure fresh recruits. Texans are too
willing to believe that foreign schools
are better than their own. The girls
aro infatuated with the notion of go-
ing abroad and the prices and time of
grailuntion are easily settled. And
this is the outcomo of the grand pro-
fessions about educating the future
mothers of our State,
Why not give us your thoughts
concerning co-education?
I am giving you my practice; is not
that better? A disscussion of the
subject will change no one's mind.
'The problem is working out, or as
¿false grammar will have it, "being
work out," One of the factors of
the question is often loft out, viz.,
the last threo or four years of a
young lady's college course domands
a treatment very different from that
of a youug man's college course.
At what age should a young lady
finish her school life?
What is understood by a "liberal
•education" cannot be obtained be
fore one has completed her twentieth
.year.
Thed why do not the schools re-
quire more time?
Because parents hurry their
daughter?, and cramming and sup-
erficialness are the consequence.
How many studies per day would
you advise me to pursue?
In the literary course,not more than
four. If you study music or paint-
ing, three studies are as many as you
can manage.
What is the present outlook in
respect to education in Texas?
The public school system, includ-
ing higher education, will soon equal
that of the oldest States. The de
nominational schools (which will al-
ways be a necessity), will be compell-
ed to equal them and in some res-
pects excel them.
But when will this vision of yours
be realized'
Sooner than you imagine. The
money and the brains are iu the
State; they belong to the Lord and
they will sooner or later be laid on
the altar.
LECTURES AT BAYLOR COL-
LEGE.
A new feature has been added to
the holiday season at Baylor—a
course of lectures by the best men
who can be found at home and
abroad. . .... . - ]
Three lectures were en
joj^ed Christmas week. The
first was given by Rev.
Dr. Andrews of Baylor University.
His theme was,"I can read writing
that never was writ." The doctor
considered the various means by
which men determine character.,
and the mistakes which are often
made by following any mode. The
lecture was a most enjoyable treat.
Rev. Mr. Whipkey's lecture was
on "The undeveloped powers."
As nature hides for centuries its
wonderful powers, so in individuals
and in society are possibilities that,
could the mind be conscious of its
hidden powers, make this world
almost a new sphere. Woman
possesses resources undeveloped
which might bless society and give
to the church a hundred fold more
power than she now enjoys. The
lecture abounded in rich illustra-
tions and was calculated to leave
lasting impressions on the mind of
the students.
DR B. H. CARROLL'S LECTURE.
On Monday morning, Jan. 16, a
large audience assembled in the
chapel of Baylor to hear that Prince
of speakers, Dr. Carroll. We wish
very much, space would allow us
to give his speech in full. The ap-
preciation of the audience was
shown by the profound attention
given.
And when he left the room, the
universal wish expressed, was that
he might have spoken two hours
instead of one.
Below we give an outline for the
study of History, as given by
him. Begin with the life of Ma-
hommet, (Irving,) Ferdinand and
Isabella, (Prescott,) Seige of
Granada and Alhambra, (Irving,)
Leila, (Bulwer,) Charles 5th.
Philip 2nd, (Prescott,) History of
the Reformation. Dutch Republic,
(Motley,) and Thirty Years War
(Ginley,) which is a key to the
history of the whole human race.
This course gives the history of
Europe.
For American History, after
completing.Ferdinand and Isabel-
la as given above, read Life of
Columbus (Irving,) Conquest of
Mexico (Prescott,) Conquest of
Peru,Colonial History o£ U. S.
(Bancroft) Life of Washington (Irv-
ing,) Madison's and Jefferson's
Works.For Pacific Slope read selec
tions from Hubert Howe Ban-
crofts,39 vols, on that subject.
Only ten years ago (and that was
only four or five before the An-
dover excitement arose) the pru-
dential committee unanimously
declined to send out a candidate
whose only unfitness was that he
held views in sympathy with future
probation. And Prof. Egbert C.
Smyth, the man who has led all
this mighty disturbance and attack
on the board, was then a member
of the committee and voted against
sending the man. Ten years ago
he voted against that candidate.
Nine years ago he thanked God,
in the presence of some brethren,
that there was no leaning toward
Universalism in a certain ministei 's
belief when he was settled over a
church in Dorchester, Mass. But
now, without getting any new rev-
elation from God, and being lorced
to admit there is no scriptural sup-
port for the hypothesis of future
probation, he and his friends are
nevertheless ready, at the hazard
ot splitting the Congregational de-
nomination and crippling the Amer
ican Board, to insist upon sending
out missionaries who may tell the
Heathen that those who do not have
a sufficient chance in this world
will have one in the next. It is
an amazing instance of a revolution
without a reason. #
THE ONE I LOVE.
I love a young man who loves
his mother so fondly that for her
sake he is chivalrous to other
women. Hove a young man who
will step out of his way to avoid
crushing a worm, and will not
deem it beneath his dignity to
succor a stray kitten. I love a
young man who is pure-hearted
and si ow to laugh at low stories.
1 love a young man who believes
there is a nobler career in life than
to be a good dancer or a successful so
ciety man. I love a young man who
is not ashamed of tears for others'
sorrows, for a tender song or for a
beautiful thought. I love a young
man who cannot be laughed out of
a duty, or ridicule d from a pur-
pose. I love a young man wh o
hates whiskey as angels hate satan,
and thinks too much of his brain to
make smoked meat out of it. I de-
pise a 'goody-goody' young man but
Hove a good one. I would not like
to be even third cousin to a dude,
but I love a young man who is a hail
fellow well met with nice girls, and
scorns not the companionship of
his sisters.
Our Music Prcf. loves his Belt-on
and so the students of his department
decided to give him a Bat-on Christ-
mas, consequently he-will Stick-to-
his Op; for he feels that he is Sos-
ténute therein and hopes to continue
D: C: al fine, more Con Spirito than
ever.
WISDOM.
True wisdom is to know what is
best worth knowing, and to do
what is best worth doing.—H.
Humphrey.
Knowledge is proud that he
knows so much; wisdom is humble
that he knows no more.— Cow-
per.
He who learns the rules of wis-
dom without conforming to them
in his life is like a man who labor-
ed in his fields but did not sow.—
Saadi.
- There is this difference between
happiness and wisdom: he that
thinks himself the happiest man is
really so; but he that thinks him-
self the wisest is generally the
greatest fool.—Bacon.
Wisdom does not show itself so
much in precept as in life—in a
firmness of mind and mastery of
appetite. It teaches us to do, as
well as to talk; and to make our
actions and words all of a color.—
Seneca.
Wisdom is the olive that spring-
eth from the heart, bloometh on
the tongue, and beareth fruit in
the actions.—Grymestone.
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The Baylor Quarterly. (Belton, Tex.), Vol. 1, No. 3, Ed. 1 Wednesday, February 1, 1888, newspaper, February 1, 1888; (https://texashistory.unt.edu/ark:/67531/metapth181153/m1/2/: accessed June 11, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting The Dolph Briscoe Center for American History.